Kimberly Silcox

Exceptionali
ty Name

Definition &
AB Educ. Code

Characteristics &/or
Observable Behaviours

Teaching Strategies & Resources

AD/HD

- Attention Deficit
Hyperactivity
Disorder
- Neurobiological
condition most
likely caused by
abnormalities in
certain
neurotransmitters
in the brain, making
the brain inefficient
or sluggish in the
areas that control
impulses, screen
sensory input and
focus attention
- characterized by
inattention,
hyperactivity and
impulsivity
- 4-12% of schoolaged children are
affected by AD/HD
- Boys are 4 to 9
times more likely to
be diagnosed
- coded under
Alberta Education
Code 54

- Individuals with AD/HD may

have trouble keeping track of
belongings, focusing on tasks,
sitting still, regulating
attention, dealing with
transitions and following
through on instructions
- may shout out answers or
be consistently out of their
seat
- Reading difficulties with
recollection and
comprehension
- Writing difficulties with
spelling, planning and
organizing ideas
- Math difficulties include
recalling math facts and
procedures
- Tend to have under
developed fine motor skills
and therefore have difficulty
writing legibly with speed and
precision
- may overreact emotionally
- may have trouble controlling
anger
- may misinterpret social cues

1. Provide lots of outlets for movement. This

could include providing fidget tools,
incorporating many brain breaks into
lessons, using alternatives for a chair like
exercise balls or movement stools. Provide
space for the student to work away from
their desk. Allow them to stand instead of
sit.
2. Reduce distractions. Might include placing
the student away from windows, doors or
certain students in the classroom, making
use of alternative spaces such as break out
rooms, using sound reducing ear muffs.
3. To reduce levels of anxiety in students with
AD/HD give students notes, instructions or
readings in advance. Reduce the amount of
notes they have to take down. Provide
additional space when having to write
answers. Allow for more time on
assignments.
4. Keep the student organized by using
checklists and schedules to ensure the
student knows the expectations. Provide
graphic organizers for written work. Utilize
folders, organizers, shelving units etc. in the
classroom. Give frequent reminders of due
dates and have many check points along the
way.

- Alberta Education,
Focusing on Success
Teaching Students w
Attention
Deficit/Hyperactivity
Disorder
https://archive.educa
n.alberta.ca/media/5
987/focus.pdf
- ADHD and You gre
resources for educat
under the tools you c
use tab
http://www.adhdandy
.com/teachingstudents-adhd.aspx
- Techniques for
Teaching students wi
AD/HD
http://www.helpguide
g/articles/addadhd/teachingstudents-with-adhdattention-deficitdisorder.htm

- The DSM-5
(Diagnostic and

- Symptoms may be:

sweating, dizziness,

1. Chunk work into smaller sections: this

makes assignments seem more attainable

A great overview of
anxiety disorders and

Anxiety

Links &/or Source

Kimberly Silcox

Statistical Manual of
Mental Disorders,
5th Edition) defines
anxiety disorders as
a group of
disorders that
comprise of fear of
a real or perceived
imminent threat.
- There are 11 types
of anxiety disorders
as identified by the
DSM-5: Separation
Anxiety Disorder,
Selective Mutism,
Specific Phobia,
Social Phobia, Panic
Disorder,
Agoraphobia,
Generalized Anxiety
Disorder,
Substance/Medicati
on Induced Anxiety
Disorder, Anxiety
Disorder due to
another Medical
Condition, Other
Specified Anxiety
Disorder and
Unspecified Anxiety
Disorder
- Cause is unknown
but influenced by
factors such as
genetics, brain
chemistry,

numbness or pins and

needles (in the fingers,
hands, or whole body parts if
extreme), rapid heartbeat,
difficulty breathing, stomach
upset or nausea, diarrhea,
inability to concentrate,
confusion, irritability, shaking
or trembling, restlessness,
avoidance behaviour, tense
muscles and/or muscle
twitches
- impairment to social
development and social skills
- causes impaired academic
performance
-can cause physical
symptoms such as headaches
and stomach-aches
- symptoms must be present
consistently across time and
place for a diagnosis to be
made
- diagnosis typically made
between the ages of 10-14

and less overwhelming

2. Maintain proximity to the student in anxious
situations
3. Allow extra time for exams and
assignments: during timed tests or exams,
only have the time running when the
student is calm enough to focus and write,
pause the time when the student needs a
break to prevent anxiety attacks
4. Establish a safe procedure if the student
needs to leave the room, giving them the
ability to take breaks to reduce the anxiety,
5. Provide routine and predictable classroom
environment so that there is no surprises.
6. Answering questions in class can raise many
concerns for a child with anxiety. Determine
the child's comfort with different types of
questions (ex. opened ended questions,
yes/no questions) and start with whichever
is easiest. Use a signal to let the child know
that his turn is coming such as standing in
front of their desk. Provide opportunities for
the child to share knowledge on topics in
which he or she is most confident.

classroom strategies
implement - Canadia
Psychiatric Research
Foundation. (2007).
When Something's
Wrong: Strategies fo
Teachers. Retrieved
January 18, 2016, fro
http://www.kidsment
ealth.ca/documents/
-cprf-teachers-2007.p

Great suggestions fo
specific strategies to
use in the classroom
The Childrens and
Adult Centre for OCD
and Anxiety. (2016).
Sample
Accommodations for
Anxious Kids. Retriev
from:
http://www.worrywise
ds.org/node/40

A great resource on
how to use storybook
with students who
struggle with anxiety
Bouchard, S., Gervai
J., Gagnier, N., &
Loranger, C. (2013).
Evaluation of a Prima
Prevention Program f
Anxiety Disorders Us
Story Books with

Kimberly Silcox

environmental
factors

Autism

- Autism or autism
spectrum disorders
(ASD) are
neurological
disorders that affect
brain function.
- It is a lifelong
condition, with
recent estimates
suggesting a
prevalence rate of 1
in 500 births (using
a broad definition of
ASD), affecting
more males than
females at a ratio of
4:1
- The Special
Education Coding
Criteria outlines
that ASD falls under
the severe physical
or medical
disabilities, and is

Children Aged 9 - 12
Years. The Journal of
Primary Prevention,
Volume 34 (Issue 5),
345 - 358. Retrieved
from:
http://link.springer.co
article/10.1007/s109
013-03170/fulltext.html
- Individuals with autism
have developmental
disabilities that impact how
they sense and understand
the world around them. This
can lead to difficulties with
communication, behavior,
and relationships
- Autistic disorder falls under
an umbrella which is better
known as pervasive
development disorders (PDD).
These disorders are
characterized by impairments
in reciprocal social interaction
skills and communication
skills, and the presence of
stereotypical behaviors,
interests and activities
- estimates say that around
50 percent do not develop
functional speech

1. Visual Communication/Supports- help

students process information visually and
then express it verbally. Includes things such
as labelling objects in the classroom, using
choice boards, cur cards or picture symbols.
2. Structured Learning Environment/Consistent
Expectations allows the students to have
clear expectations of what is required of
him/her. This includes a schedule of all daily
tasks and having established classroom
expectations and reduce changes from day
to day.
3. Socialization Strategies teaching
socialization strategies improves students
self-esteem as well as create opportunities
for them to interact with classmates. Try
using social short stories and conferences
with the student.
4. Sensory Considerations consider sensory
stimulations in the classroom that may
interfere with the students ability to perform
in the class. Try using things such as
headphones for noise, adequate or low
lighting or fidgets. Remove flickering lights,
buzzing sounds or strong odors.

A book series that gi

insight, techniques,
strategies, and
knowledge to teachin
students with Autism
Starting with basic
broad knowledge and
gaining depth as the
book series goes
forward: Alberta
Learning (2003).
Teaching students wi
autism spectrum
disorder. Alberta
Learning. Retrieved
from
https://archive.educa
n.alberta.ca/media/5
995/autism.pdf.
The background of
autism and how it
affects students is
comprehensively
explored in this

Kimberly Silcox

given code 44.

5. Assistive Technology - gives students access

to a variety of opportunities to help increase
their abilities. Such as smart boards, iPads
and LeapPads.

document. The secon

part outlines a six ste
plan to help you, as a
teacher, make chang
in the classroom to
support students wit
autism: Dayna
International Inc., &
Organization for Auti
Research (2004). Life
journey through auti
An educator's guide.
Organization for Auti
Research. Retrieved
from
http://www.researcha
sm.org/resources/OA
EducatorsGuide.pdf.

Many different
strategies for plannin
and awareness,
implementation in
instruction, and
implication for the
social and emotional
wellbeing are listed t
help students with
autism in the
classroom:
Medical/Disability
Information For
Classroom Teachers
d.). Autism Spectrum
Disorders. Governme
of Alberta: Education

Kimberly Silcox

Retrieved from
http://www.learnalbe
.ca/content/inmdict/h
l/autism.html.

Deaf/ Hard
of Hearing

- Deafness - Little to
no hearing that
results in severe
problems with
auditory language
development
- Hard of Hearing Difficulty in hearing
abilities that results
in some issues with
auditory language
development
- A student/ECS
student with
deafness/hard of
hearing is one who
has a hearing
condition that
affects speech and
language
development, and
interferes with their
ability to learn
Alberta Special
Education Codes:
Code 30, 55 (HoH),
Code 45 (deaf)

- Even if deaf students have a

hearing aid, hair and hats
may cover them, so deaf
students look just like
everyone else.
- To those who dont know the
child is deaf, they appear to
be shy at best and rude at
worst.
- Unlike a student in a
wheelchair or a student with
ODD, the deaf student can
easily be forgotten in class, or
the playground.
- In settings where deaf
people are communicating
with each other, they will also
use techniques such as
stamping of the feet and
flicking lights on and off.

1. Technological Aid: Use closed captions on

videos, and try to use FM transmitted
hearing aids.
2. Total Communication: Either with an
interpreter or as an ASL speaker
communicates with the student in both ASL
and English.
3. Visual Focus: Use more visuals when
explaining concepts, and make sure the
student can see you and others.
4. Organization of the Classroom: Put the
student away from auditory distractions in a
place where they can see things clearly.
5. Clarity of Instruction: Use clear vocabulary,
repeat other students answers and
questions, confirm the student has
understood directions and write new
concepts and words down on the board.

Medical/Disability
Information for
Classroom Teachers:
Hearing Loss
http://www.learnalbe
.ca/content/inmdict/h
l/hearing_loss.html

Deaf and/or Hard of

Hearing Toolkit Gui
to Resources
http://www.edu.gov.m
ca/k12/docs/support/
h_resource/toolkit_re
urces.pdf

Hard of Hearing and

Deaf Students: A
Resource Guide to
Support Classroom
Teachers
http://www.bced.gov
ca/specialed/hearimp
/toc.htm

Kimberly Silcox

Depression

- Considered to be a
total body illness
which affects an
individuals feelings,
thoughts,
behaviors, physical
health, and
appearance.
- Can be an
independent
disorder (hormonal
or genetic) or
coupled with other
mental or physical
Disabilities
- 3 types of
depression: Clinical
depression/major
depressive disorder;
dysthymic disorder;
seasonal depression
Alberta Education
Code: Gr. 112:
Code 42Severe
Emotional/Behaviou
ral Disability
Other Alberta Ed
code that
depression may fall
under (for more
mild/moderate
depression): ECS:
Code 30, Gr. 1]12:
Code 53.

- General Signs of Depression

include: negative selfconcept, loss of interest in
activities once enjoyed, tired
or low energy, avoiding
people, inability to make
decisions, overwhelmed by
small things, unexplained
anger or irritability, frequent
complaining, physiological
symptoms such as headaches
and stomach aches that
cannot be explained
medically
- Acting Out Behaviors may
include truancy, change in
pattern of school attendance,
fighting, rejection of past
friends
- Implications on Instruction
include poor concentration,
lack of focus and motivation,
giving up easily due to poor
confidence, forgetfulness and
indecision, diminished ability
to think clearly and analyze
problems
- often comes with other
issues within the students
life, from family issues, other
disabilities, bullying etc.
- factors that may cause
depression: perfectionism,
underachievement,
heightened emotions, too
much pressure, loneliness,

1. Be direct with the student when asking

about depression, or suicide follow specific
mental health aid guidelines
2. Direct them to the right resources and
people. Follow professional help. Potential
communication with the family depending
on the factors causing depression and the
individual student.
3. Allowing alternate times and flexibility for
their learning needs. This includes having
flexible deadlines (do not deduct marks for
lateness) and checking in with the student
to make sure they understand expectations,
is on task and also offer additional
assistance if needed.
4. Analyze your own approach to sensitive
topics. Be sensitive about language and
word choice. Validate the students
experiences and feelings.
5. Enrich the students school experience. Build
a support network within the community
through involvement in both class, school
and extra curriculars. If they need time to
relax give the student an opportunity to go
for a walk or retreat to a safe space in the
classroom etc.

Mental Health First A

Canada
http://www.mentalhe
hfirstaid.ca/EN/Pages
efault.aspx

Alberta Education
Mental Health Matter
https://archive.educa
n.alberta.ca/media/6
7618/jrchoose1.pdf

Alberta Education
Bumps Along the Wa
Coping with
underachievement,
perfectionism,
heightened sensitivit
depression, frustratio
and introversion:
https://archive.educa
n.alberta.ca/media/4
810/journey7.pdf

Kimberly Silcox

Down
syndrome

- disorder that
results from a
chromosomal issue
that takes place
during a babys
development
- caused by the
presence of extra
genetic material in
the 21st
chromosome
- have a higher
chance of
developing
hypothyroidism (low
thyroid hormone),
leukemia, and
seizure disorders
- It is not a genetic
disorder, and occurs
randomly (1 in 781
births in Canada)

extreme competiveness,
rejection by peers, lower
socio-economic status,
biochemical imbalance in the
brain, psychological factors,
genetic links, puberty
- Harder to recognize and
diagnose at younger ages
due to stigma that young
people
cannot be depressed, persona
changes are common, and
many attempt to hide feelings
or thoughts due to shame
- social development is
important for the success of
people with Down syndrome
as it can assist in the learning
of core subject area as well as
teach them key life lessons
- can develop reading skills
quicker then what most
people would expect
- likely to have language
delay
- motor skills develop at a
slower rate
- there is a gap between
understanding and expression
which can result in the
students intelligence being
underestimated

1. Be adaptive to medical aids and needs such

as; hearing aids, glasses, and heart
conditions.
2. . Use Multi-modal approaches when the
student is learning as well as responding.
Provide access to many forms of
communication based on the student's
needs and preferences
3. Be aware of students sensitivity to stimuli
and adjust, such as certain textures or
sounds.
4. e appropriate seating to support the
student. Both in a space to eliminate
distractions, as well as to physically support
good posture.
5. Involve the student in the classroom but
ensure to have pre-established rules and
routines, teach appropriate body language
and displays of affection.

Medical/Disability
Information for
Classroom Teachers:
http://www.learnalbe
.ca/content/inmdict/h
l/down_syndrome.htm

A document that
focuses on the
development and
learning of people wi
Down syndrome that
provides great links a
suggestions:
http://www.dseintern
onal.org/en-us/about
downsyndrome/developm
/

A great resource abo

handling challenging

Kimberly Silcox

ELL/ESL

- English Language
Learners (ELL):
describes students
whose primary or
heritage is not
English
- English as a
Second Language
(ESL) Classrooms:
where these
students learn
English.
- English language
learner (ELL) is a
broad term used in
North America to
refer to students
who are learning
English as a second
or additional
language.

-Use the wrong verbs or

pronouns because they sound
familiar (e.g. confident vs
confidence)
- Students should maintain
their proficiency in their first
language, and then transfer
their knowledge to the
second language
- Using all their energy to
understand a different
language at the same time as
learning something new - can
be both frustrating and
exhausting
- ELL learners may show
discrepancies between
English oral and literacy
depending upon their
educational and cultural
background
- Many ELL learners use
familiar and highly used
vocabulary and long simple
sentences to demonstrate
social language competency,
however, academic and
specialized vocabulary and
more complex sentences are
required in the classroom
setting

1. Encourage and allow students to develop

proficiency in their native language, which
will allow and aid students in transferring
their knowledge over, and further develop
their English
2. Use flexible grouping Small group
instruction is a very effective way of making
sure that all students can access important
content, and keeping groups flexible allows
teachers to match students with different
peers for different types of activities. For
example, when grouping students,
organizing group containing both ELL
students, and native English speakers to
increase the opportunity for peer tutoring.
The teacher can also consider grouping ELL
students who have the same first language
as one group when it is necessary to clarify
content and discuss concepts at a deeper
level.
3. Make content comprehensible for all
students matching learning contents to
students' learning profiles and language
proficiency ensures that every student has
an opportunity to demonstrate what he/she
knows. For example, providing resources at
varying reading levels. Providing ELL
students with content-specific material at a
level they are able to read successfully
allows them to gain information and key
vocabulary that may provide scaffolding

behaviors in persons
with Down syndrome
http://www.ndss.org/
sources/Wellness/Ma
ging-Behavior/
Alberta Education
Supporting English a
Second Language:
Promising ESL
Strategies in Alberta
https://archive.educa
n.alberta.ca/media/1
6318/support_esl.pd

Assessment Tools an
Strategies: Language
Proficiency Assessme
http://www.learnalbe
.ca/content/eslapb/d
ments/language_pro
ency_assessment.pd

Alberta Education Making a Difference:

Meeting Diverse
learning needs with
differentiated
instruction.
http://www.learnalbe
.ca/content/eslapb/d
ments/language_pro
ency_assessment.pd

Kimberly Silcox

- There is no critical period

for learning a second
language, but there is a
sensitive period for optimal
bilingual language
development

Gifted

- Giftedness has
often been defined
as having an IQ
over 130
- this definition has
broadened in recent
years to include
such gifts as high
aptitude in musical,
kinesthetic and
artistic fields
- Giftedness is
exceptional
potential and/or
performance across
a wide range of
abilities in one or
more of the
following areas:
general intelligence,

- Intellectually gifted
students:
Advanced intellectual
achievement, high motivation
and interest, verbal
proficiency, problem solving
ability, logical thinking, and/or
creativity.
-Impatience with peers,
parents, and teachers
- Considered stubborn or
uncooperative, because they
are goal-oriented and
focused.
- Sensitivity to the
expectations and feelings of
others; they may be extrasensitive to peer criticism and
teasing.
- May use humor as a weapon

necessary for them to read more challenging

texts.
4. Build a respectful and helpful classroom
atmosphere creating a classroom
atmosphere where all students have respect
for and responsiveness to cultural and
personal diversity. It is important to teach all
students about culture diversity, and to
respect all kinds of cultural diversity. The
teacher can set up useful resources around
the classroom such as bilingual dictionaries,
posting word banks around the classroom
with frequently used or subject-specific
vocabulary to provide ELL students with an
easy-to-access reference.
1. Enrichment - Giving the students
additional or alternate work that is more
sophisticated or thought provoking
2. Acceleration allowing students to
complete grades at their own pace or at
an accelerated rate
3. Telescoping - Covering the same amount
of materials or activities in less time,
which allows for more time for
enrichment activities and projects.
4. Similar Grouping - Gifted students are
often more engaged when paired with
other highly intellectual peers, or attend
schools set up to accommodate gifted
students.
5. Alternate subject-appropriate study
materials - Allow the gifted student to
study a novel that is at their own reading
level if the class novel study is at a lower
level. The novel should cover the same

Alberta Education:
Students Who are
Gifted https://education.alb
a.ca/topic-search/?
language=English

Delisle, J., & Lewis, B

(2003). The Survival
Guide for Teachers o
Gifted Kids: How To
Plan, Manage, and
Evaluate Programs fo
Gifted Youth K-12.,
2002-Sep

Differentiation
Strategies to use in t
classroom for gifted
students

Kimberly Silcox

Medically
Fragile and
Technologic
ally
Dependent

specific academic,
creative thinking,
social, musical,
artistic, and
kinesthetic.

against other students,

teachers, and peers.
-Emotional aspects of
giftedness, such as
heightened sensitivity can
add significant challenge to
the life of a gifted child
- Girls: May learn to cover up
or deny abilities to become
popular, fit in, or feel
normal
- Boys: More likely to rebel
than girls. They have a
different and usually slower
rate of maturation,
particularly with reading and
verbal areas.

- medically fragile
students have a
condition that
requires intense
medical care
Technologically
Dependent needs
of students are so
great they depend
on technology to
support life
functioning

- issues such as MS, missing

limbs, spinal bifida, arthritis
- Breakdown of 5 groups
- Group 1 Children
dependent at least part of
each day on mechanical
ventilation
- Group 2 Children requiring
prolonged intravenous
administration of: nutritional
substances, drugs
- Group 3 Children with daily
dependence on other devicebased support for:
Tracheotomy tube care,
Suctioning, Oxygen support,
Tube feeding

AB Education Code
44

basic themes, but be a more challenging

read or more challenging to pull the
themes from

1. Video Conferencing: Often student who are

labelled mf/td experience long periods of
absences, or are absent for a span of 24
days weekly. A great strategy for teachers
working with the mf/td student is to use
video conferencing tools and have the
student attend school from a satellite
location.
2. Normalization make the classroom
something normal for them and give the
student the best possible environment to
learn in.
3. Classroom Discussion: It is important for the
teacher to use this as a tool to help
normalize the assimilation process of an
MF/TD student. The teacher should either
have discussion with the entirety of the class

Differentiated Learni
and Teaching
Accommodations for
Students Who are
Gifted. (2006).
archive.education.alb
ta.ca/media/526039/
b.doc

HELP! IS THIS AN
INTENSIVE CARE UNI
OR A CLASSROOM?
Journal by Donna E.
Wadswoth

PARENTS OF
TECHNOLOGICALLY
DEPENDENT CHILDR
NEWSLETTER (Augus
2003)

THE
TECHNOLOGICALLY
DEPENDANT MEDICA
FRAGILE AT RISK
STUDENT. Internation

Kimberly Silcox

ODD

- condition
characterized by a
persistent pattern
of aggressive and
defiant behavior
and a need to

- Group 4 Children with

prolonged dependence on
other devices which
compensate for vital body
functions who require daily or
near daily nursing care,
including: Apnea (cardio
respiratory) monitors, Renal
dialysis due to kidney failure,
Urinary catheters or
colostomy bags plus
substantial nursing care
- Group 5 Children with
chronic conditions who are
not technologically
dependent but who require as
great a level of care as Group
4, including: Children who are
completely dependent on
others for activities of daily
living; Children who require
constant supervision or
monitoring resulting from the
complexity of their condition
and/or the quantity of oral
drugs and therapy they
receive.

at a time the student is away, or at a point

where the student feels comfortable with
the teacher and peers Tracking Progress: For
MF/TD students, tracking progress is an
important strategy when evaluating their
learning. Alberta education describes
Tracking, as the act of keeping evidence of
where the student is in relation to the
learner outcomes needed to successfully
achieve the credit from that specific grade
4. Support Aide: a trained professional to
provide medical care when needed for the
student

Journal of special
education (2006)

- Quick to lose temper, argues

with adults, doesnt respond
to negative language
- Needs routine, works well
with goal setting
Estimated to be 6-10% of

1. Have established classroom management

strategies that include structured
instructional and transition times.
2. Set clear expectations, routines and
consequences. Reduce unwanted behavior
by using Antecedent strategies (posting

Childs Mental Health

Disorder Fact Sheet f
the Classroom ODD
http://www.macmh.o
publications/fact_she
s/ODD.pdf

Kimberly Silcox

annoy or irritate
others
- It usually shows
up in children by
eight years of age
and sometimes as
early as three years
- It is classified as
an extremely
severe
emotional/behavior
al disability that is
strictly a
childhood/adolesce
nt condition but can
lead to other
disabilities that will
remain throughout
adulthood. It is a
result of an
underdevelopment
and difficulty
applying flexibility
and adaptability
skills when they are
needed.
Coding: 42

children and teens

- 2-3 times more likely to
develop in children whose
mothers smoked during
pregnancy
- more common in boys
- 20% will also have mood
disorder
- 50-60% of children with
ODD will also be diagnosed
with ADHD
- Criteria of characteristics of
ODD according to Diagnostic
and Statistical Manual of
Mental Disorders (must
include at least 4 of the
following symptoms): Sudden
unprovoked anger, Frequent
temper tantrums, Appearing
angry and vindictive, Arguing
with adults and peers,
Defiance or refusal to comply
with adults rules or requests,
Deliberately annoying others,
Blaming others for their
misbehavior, Easily annoyed
by others, Being resentful and
angry

rules, teacher movement, precision

requests); Reinforcement strategies (token
economy, mystery motivator) and
Consequence strategies in response to
inappropriate behaviour (response cost).
3. Create a classroom environment that caters
to the needs of the student with ODD.
Provide a safe place for the student with
ODD to go to cool off if needed. Create a
calm and quiet environment (noise level,
relaxing tone, reducing distraction, providing
tools for students to block out the noise).
Make your classroom a flexible space
(separate work spaces, independent spaces,
individual spaces, safe spaces).
4. Use praise and positive reinforcement to
reward positive behavior.
5. Provide choice to lessen the amount of
power struggle. Students with ODD tend to
create power struggles in times when they
are not provided with choice, do your best to
avoid these verbal situations (choose your
battles wisely), instead be sure to state your
position clearly and concisely.

Medical/Disability
Information for
Classroom Teachers
ODD:
http://www.learnalbe
.ca/content/inmdict/h
l/oppositional_defian
ml

Understanding and
Addressing
Oppositional and
Defiant Classroom
Behaviours:
http://mdestream.md
k12.ms.us/sped/ToolK
Articles/Behavior_Dis
line/Salend.pdf