Best Practices for Preventing ODD-Related Behavior in the Elementary Classroom

 

Maura C. Gottman
Prof. Melissa Chapman, Faculty Mentor

Although many educators have adapted methods for navigating Oppositional Defiant Disorder (ODD)-related behaviors in the classroom, there is no overarching consensus on the best practices for decreasing ODD behaviors in elementary-age students through prevention. Therefore, students displaying these behaviors experience inconsistent support, leading to a lack of social and academic growth from year to year. Being ill-equipped to manage ODD-related behaviors also contributes to teacher burnout and attrition. Guided by the Applied Behavioral Analysis (ABA) Four Functions of Behavior, this study aims to examine existing literature on effective strategies for addressing ODD-related behavior to determine best practices for teachers and students. A synthesized literature review of writings from both educational and psychological disciplines suggests that stronger student-teacher relationships and increased professional development for teachers are associated with a lower incidence of ODD behaviors.

Keywords: Oppositional Defiant Disorder, Classroom, Teacher, Teacher-Student Relationship, Behavior

Topic(s):Education
Psychology
Interdisciplinary Studies Capstone

Presentation Type: Oral Presentation

Session: TBA
Location: TBA
Time: TBA