A review of evidence based practices to support students with oppositional defiant disorder in classroom settings

Abstract

The purpose of this systemic review of empirical research was to investigate available evidence-based interventions for use with students with oppositional defiant disorder (ODD) in general classroom settings. ODD is a specific disorder characterised by angry/irritable mood, argumentative/defiant behavior, and vindictiveness. Often ODD is hidden in the extant literature, as it is categorized under the umbrella term emotional and behavioral disorders (EBD) along with sometimes non-related disorders (attention-disorders, mood disorders, anxious disorders). This review of 26 articles focused on interventions for students whose behaviours were characteristic of ODD in classroom settings. While much of the research regarding the treatment of ODD consists of clinical strategies (e.g., family therapy, exercise programs, and community supports), it is essential that teachers have strategies to support students with ODD in inclusive general education classroom settings. Three main types of interventions emerged from this review: functional behaviour analysis, group contingency, and self-monitoring strategies. A number of other non-categorical strategies are also presented and discussed. Percentages of nonoverlapping data (PND) were calculated to explore the effect of these interventions in improving adaptive behavior, and in decreasing disruptive behavior. The resulting review provides recommendations and strategies for how teachers can support students with ODD in their classrooms.