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Myths and Misconceptions: Learners with Emotional or Behavioral Disorders
MYTH | FACT |
1. Most children and youths with emotional or behavioral disorders are not noticed by people around them. | Although it is difficult to identify the types and causes of problems, most children and youths with emotional or behavioral disorders, whether aggressive or withdrawn, are quite easy to spot. |
2. Students with emotional or behavioral disorders are usually very bright. | Relatively few students with emotional or behavioral disorders have high intelligence; in fact, most have below-average IQs. |
3. Youngsters who exhibit shy, anxious behavior are more seriously impaired than those whose behavior is hyperaggressive. | Youngsters with aggressive, acting-out behavior patterns have less chance for social adjustment and mental health in adulthood. Neurotic, shy, anxious youths have a better chance of getting and holding jobs, overcoming their problems, and staying out of jails and mental hospitals, unless their withdrawal is extreme. This is especially true for boys. |
4. Most students with behavioral or emotional disorders need a permissive environment, in which they feel accepted and can accept themselves for who they are. | Research shows that a firmly structured and highly predictable environment is of greatest benefit for most students. |
5. Only psychiatrists, psychologists, and social workers are able to help children and youths with emotional or behavioral disorders overcome their problems. | Most teachers and parents can learn to be effective in helping youngsters with emotional or behavioral disorders, sometimes without extensive training or professional certification. Many of these children and do require services of highly trained professionals as well. |
6. Undesirable behaviors are only symptoms; the real problems are hidden deep in the individual’s psyche. | There is no sound scientific basis for belief in hidden causes; the behavior and its social context are the problems. Causes may involve thoughts, feelings, and perceptions. |
7. Juvenile delinquency and the aggressive behavior known as conduct disorder can be effectively deterred by harsh punishment, if children and youths know that their misbehavior will be punished. | Harsh punishment, including imprisonment, not only does not deter misbehavior but creates conditions under which many individuals become even more likely to exhibit unacceptable conduct. |
Tiffany Langston’s Book Reviews Related to Oppositional Defiance Disorder (ODD)
1) Anderson, S., Egan, A., Freedman, A., & Greenburg, J. (2007). Is it a big problem or a little
problem. St. Martin’s Press: New York, NY.
This book would be most helpful to parents dealing with ODD. It begins simple with the basics of a child in their environment and play. From there, it goes into understanding different phases of development, including: social-emotional, motor, sensory processing, speech and language, and how to manage behavior pertaining to each area. A parent of an ODD child would benefit from taking a step back and looking at the development of their child. From there this text singles out specific areas where children may struggle, including: life at home and away from home, siblings and playmates, parks and playgrounds, holidays, celebrations, and birthday parties, and being out and about. The book points out the difference in normal behaviors for children and when, if necessary, a red flag should go up. It discusses how problem behaviors resulting form ODD can negatively impact your child’s daily life and ability to be happy. It tells you the size of the problem, how to manage problems on your own, and when it is necessary to seek professional help.
2) Barkley, R. & Benton, C. (1998). Your defiant child. Guilford Press: New York, NY.
This text is best suited for parents of ODD children. It contains specific criteria to meet to be diagnosed with the disorder, explains the prevalence and statistics about the disorder, and information about outgrowing the problem. This text truly seems to offer tons of information about ODD and would likely comfort a parent with to amount of statistics and outlook for children suffering from this disorder. Each chapter offers assistance by informing the parent of how to implement a different technique in a series of steps, giving hope to those dealing with the child.
3) Bodenhamer, G. (1983). Back in control: How to get your children to behave. Fireside: New
York, NY.
This book is best suited for parents. It offers case studies that seek to offer a better understanding of why and how children got out of control, even how the parents got out of control. It explains how, as parents, one can regain control, share love, and how to utilize mandatory, optional, and discretionary rules. This book would truly help a parent understand an ODD child by using other children as examples and explaining why their child is acting out of control and how to go about fixing the problems. The end of the book revisits the case studies and utilizes important techniques that get them back on track. There is also a section for common questions pertaining to the techniques mentioned in the book from parents with answers.
4) Borba, M. (2003). No more misbehavin’: 30 difficult behaviors and how to stop them. Jossey-
Bass: San Francisco, CA.
This book would be well suited for teachers and parents. The most applicable section of this book to ODD covers defiance. Perhaps my favorite part of this book is when it states, “Defiant behavior should never be tolerated, but that doesn’t mean we shouldn’t try to understand what’s causing a kid to act this way.” It truly offers great steps to minimize defiance including: spell out your expectations for compliance, state your requests firmly, and calmly, and state your ultimatum, including the consequence for defiance. This text suggests ways to reduce power struggles with children, such as, using a broken record technique, where you firmly repeat what you want them to comply. Also, offering choice by giving a little bit of leeway and compromising can reduce power struggles. The text contains a behavior makeover plan that includes a makeover pledge for the adult addressing the issue. There are also additional resources listed for defiant children. This was an interesting fact from the book, “ The American Psychological Association estimates that 16 % of children in the U.S. have ODD…typically are noncompliant, stubborn, and unwilling to negotiate… relentlessly push the boundaries set for them by authority figures by routinely displaying negative, disobedient, argumentative, and hostile behaviors… out of control kids need intervention by a professional.”
5) Groves, E. (2009). The everything classroom management book. Adams Media: Avon, MA.
This book would be most useful for classroom teachers. It contains a chapter on discipline: how to end problems before they begin that would prepare teachers to have a set plan of action when an ODD child enters the classroom. This chapter offers techniques that are helpful with ODD children, such as, establishing rules immediately, involving parents early and often, be fair, firm, honest, and consistent. Another chapter discusses how to have a problem-free classroom, including minimizing classroom disruptions and defiance. An ODD child often seeks a power struggle with others, specifically adults, which can lead to classroom disruptions. The text suggests the teacher keeps the following mindset: “ I won’t permit anyone to disrupt the educational process of those students who want to learn.” I found that the book contains numerous effective punishments, as well as, punishments that should never be used. Also, don’t be afraid to ask for help. Alert administrators of you problem, document, and seek advice.
6) Silberman, M. (1995). When your child is difficult. Research Press: Champaign, IL.
This book is meant for use by parents of ODD children. It addresses the toughest child-raising problems and difficulties. It emphasizes the importance of the caring role of parents. The book also contains fill-in-the blank activities for parents to determine their child’s needs and their wishes as a parent. There is a four-step plan that is discussed that explains how these problem behaviors can change. The steps for effective intervention are to get what you want clear, remain calm and confident, select a plan of action, and obtain support from other adults. At the very end of the book, there is a summary of the most important point of each step of intervention.
7) Williamson, P, (1990). Good kids, bad behavior: Helping children learn self-discipline. Simon
& Schuster: New York, NY.
This book would be useful for teachers and parents. It would greatly reduce the symptoms associated with ODD by helping the child become more self-motivated. The book discusses the techniques and effectiveness of positive reinforcement, punishment, and ignoring behavior, as well as, prevention techniques. It also offers suggestions for severe cases of ODD and when to seek extra help and how to get the help you need.
8) Windell, J. (1996). Children who say no when you want them to say yes. Macmillan: New York,
NY.
This book best suites the parent of an ODD child and contains a section that would be great for teachers applying strategies for stubborn children in the classroom. It talks about how children become stubborn and why they are stubborn. From there it goes into great detail about understanding and disciplining children by their age. Each chapter is about a child’s year of age and talks about normal behaviors and phases for that age, how to handle opposition at that age, and a summary with bullet points of the important things to remember from the chapter. This is a perfect go to guide for parents struggling with children of specific age and helping them realize what behaviors are normal. This book does a great job of differentiating normal childhood behaviors from a child with behaviors that classify as child as having Oppositional Defiant Disorder. It contains a great definition of ODD, as well as, characteristics of the disorder and deals with the disorder all the way through adolescence.
9) Wolfgang, C. (1995). Solving discipline problems: Methods and models for today’s teachers.
Simon and Schuster: Needham Heights, MA.
This book would be most useful for classroom teachers. It offers many different theories and approaches to discipline that teachers can reference when dealing with behavioral issues in the classroom. It contains numerous discipline models, including: The Rogerian (Emotionally Supportive) Model, The Transactional Analysis Model, The Social Discipline Model of Rudolf Dreikurs (Alderian Theory), Glasser’s Reality Therapy, Control Therapy, and the Quality School, The Judicious Discipline Model, The Behavioral Analysis Model, The Positive Model, The Assertiveness Model, and The Dobson Love and Punishment Model. These models, based on a degree of psychological theory and research-supported knowledge, serve as the base of practical techniques and skills needed to handle a wide variety is discipline situations. The book also summarizes the strengths and limitations of today’s discipline models. Assistance with dealing with an ODD child could be found using any one or more of these theories. These models provide explanations and solutions to a variety of classroom problems.
10) Yanoff, J. (1999). The classroom teacher’s trouble-shooting handbook. Author Coyle Press:
Chicago, IL.
Chicago, IL.
This book would be most useful for classroom teachers. This book covers a variety of classroom teacher issues, but the section of problems with student best applies to assistance with ODD. It address power struggles issues by suggesting to not engage in power struggles, but instead ask for the child’s cooperation and displaying disappointment if still refuses. It also talks about controlling tantrums by removing the student from the group until they calm down and feel they can participate with the rest of the group. I feel this could be an effective tool when dealing with ODD. Another section talks about uncontrollable students. This section emphasizes the need to keep trying and not to give up on the child like many adults likely have. This book would make a great “pocket guide” for a teacher because if covers many classroom problems, including many that apply to an ODD student.
1) Berger, S. (2009). Martha doesn’t say sorry! Hachette Book Group: New York, NY.
Martha refuses to say sorry, period. She does nice things to people, but occasionally does mean things to her friends and family. When she is mean to her mom, dad, and brother, she refuses to say sorry to them. So when Martha decides she wants a cookie from her mom, a piggyback ride from her dad, and a hug from her brother, they say they won’t give those things to people who don’t say they are sorry. Quietly, Martha whispers, “Sorry,” but no one can hear her. She gets progressively louder until they hear her. They are shocked and glad that she said it and deep down Martha is glad, too. From there on out whenever she does something not so nice, Martha apologizes as nice as she can.
2) Blake, S. (2009). I don’t want to go to school! Random House: New York, NY.
Simon the rabbit did not want to go to his first day of school. Every time his parents told him anything about school, he answered, “No way!” He refuses about seven times. He finally makes it through his first day of school and when his mom tells him it’s time to go home, Simon answered, “No way!”
3) Bottner, B. (1992). Bootsie barker bites. G. P. Putnam’s Sons: New York, NY.
In this book, two moms are best friends and so their daughters are forced to play together a lot. The one child cannot stand Bootsie because every time she comes over she pretends that she is a dinosaur and is going to eat her. The child dreams of ways that Bootie could disappear so she wouldn’t have to hang out with her anymore. Bootsie keeps coming over and terrorizing the other girl until one day, the other girl sets up a campground in her room and when Bootsie comes in, she says, “Pardon me Bootsie! I am a palentologist! Do you know what they do? They hunt for dinosaur bones. Would you like to play?” Bootsie is terrified and runs out of the house to her parents.
4) Buehner, C. & B. (1998). I did it, I’m sorry. Penguin Putnam: New York, NY.
This book contains numerous scenarios that ask if you words and actions help or hurt. Each scenario contains a three choice, multiple choice question that ask what should have been learned or what should have been done. The letter for the correct answer is hidden in the illustration for the scenario. For example, a monkey knowingly disobeys the law and swings from a very special vine. He falls into the lagoon. “Too bad Harlan never learned: (a) How to sing “Jungle Bells,” (b) Mava Mava beans make your mouth purple, or (c) Laws and rules help keep us and others safe.” The correct answer (c) is hidden in the picture.
5) Cole, B. (1995). The bad good manners book. Penguin: New York: NY.
This book says what not to do, but shows pictures of a little boy doing the exact opposite! For example, “Don’t stuff the toilet with paper, don’t leave your toys on the stairs, don’t shampoo with a big tube of glue, and don’t tell your mom that she’s fat.” Each page show the boy doing what he isn’t supposed to be doing. On the last page, the boy is in bed with his parents messy bedroom saying, “I really tried!”
6) Cottringer, A. (1996). Ella and the naughty lion. Houghton Mifflin Company: Boston, MA.
When Ella’s mom brings home the new baby, Jasper, a lion came home with them. The lion terrorized the house, making horrible messes, but only when baby Jasper was around. When Ella is away from the baby the lion behaves perfectly. So one day the lion pushes Jasper’s stroller down the stairs and Ella saves the day. From then on the lion left the house, but Ella would occasionally hear the lion growl.
7) Lee, S & Lee, T. (2002). Please, baby, please. Simon & Schuster: New York, NY.
This book contains illustrations of a baby doing the exact opposite of what she is being asked. For example, when she is told not to dump food on her head, she dumps it on her head and when asked to hold a hand she refuses. The mother always follows her request with: “Please, baby please.” Twelve times the child refuses to do what is asked. The end, when she is put to bed, she gets up and asks, “ Kiss me good night? Mama, Mama, please.”
8) Post, P. & Senning, C. (2008). Emily’s sharing and caring book. Harper Collins: New York, NY.
Emily has a secret. She wants to share it. It is that she can make people smile! She explains how you can make people smile too, by sharing and caring. She shows how to share with others, how to take turns, share toys and food, share time and a good mood. She makes it seem easy to share. She asks if you think about others and what you can do to make other people feel good and explains that’s caring! Emily shows you can show people that you care when someone is hurt or sad and when you want to make people feel special. Her point is that sharing and caring not only makes others smile, but it also makes you smile, too. The overall moral is that sharing and caring makes everyone happy.
9) Rankin, L. (2007). Ruthie and the (not so) teeny tiny lie. Bloomsbury U.S.A.: New York, NY.
Ruthie loved to collect very tiny things. One day she found a teeny tiny camera on the playground and began taking pictures of tiny things. Martin came up to her and said, “Hey! That’s my camera!” Ruthie adamantly said, “No it’s not, it’s mine!” After he said that he got it for his birthday she said that she got it for her birthday. Ruthie insisted that it was hers to everyone. The teacher finally confiscated the camera for the rest of the day due to the dispute. Ruthie was so distressed and upset that she couldn’t focus in school or even eat. She finally confessed to her parents that night and told her teacher the truth, that she found the camera on the playground yesterday. Ruthie was able to focus in school and regained her appetite. She realized on the bus ride home that she didn’t even miss the teeny tiny camera….not one teeny tiny bit.
10) Teague, M. & Yolen, J. (2003). How do dinosaurs get well soon? Scholastic, New York, NY.
This story asks many questions about how a dinosaur might possibly behave if he catches the flu. The first half shows him whining, dropping dirty tissues, throwing his medicine out, flipping cover off, dumping out his juice, wailing, have to be dragged to the doctor, close his mouth when asked to open wide, and push back each drink. Then the book asks, “Does he make a big stink? What do you think? No…” The book goes back through each step saying the proper, correct way that a dinosaur would act if her had the flu, for example, drinks lots of juice, gets lots of rest, and takes all his medicine without a fight. “Get well little dinosaur!”
