COURSE TITLE:

EDUCATING OPPOSITIONAL & DEFIANT CHILDREN

NO. OF CREDITS:

2 QUARTER CREDITS
[semester equivalent = 1.33 credits]

WA CLOCK HRS:
OREGON PDUs:
PENNSYLVANIA ACT 48:

20
20
20

INSTRUCTOR:

Mary Ann Johnson
maryajohnson-advisor@comcast.net

COURSE DESCRIPTION:

DISCOUNTED THRU APRIL 30, 2024

Mainstream teachers who have struggled in attempts to accommodate the needs of oppositional and defiant students and felt overwhelmed in those efforts will find out why your training and instincts aren’t working with your student. The authors will show you the causes and misconceptions that surround the development and treatment of this disorder.

In the first half of the book you will learn what has been discovered to help mainstream an ODD student by engineering classroom environments, routines, and tasks to maximize positive results. You will find information on how to use a plan to temporarily remove a student in crisis from the classroom. It will help you know what to do if you become part of a team working with an oppositional and defiant student.

This is not the book you might have expected and hoped for because there is no silver bullet to guarantee your ability to successfully work with these students in mainstream classrooms. The information and insights will not end your search for professional competence in your work with these students because this whole area is in its beginning stages of analysis and understanding. Much training and time may be the final solution to working successfully with oppositional students.

The audiences for the second half of the book are really special education teachers, counselors, administrators, parents, and the broader counseling community. Choose this book if you are vitally interested in knowing about the time, the training and the temperament of a team that would be needed to successfully accommodate the educational needs of these students. While the authors have great empathy and hopes for these troubled students, they acknowledge that the inherent problems of the disorder require the teamwork of many.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

Learned to identify what are often triggers for oppositional and defiant behaviors.
Learned why the usual methods for dealing with classroom misbehavior usually only make things worse.
Learned how a school team can work to help determine an accurate diagnosis and engineer classroom environments to minimize outbursts.
Learned how to set up learning tasks to facilitate ongoing academic experiences for ODD students.
Learned how to work as partners with parents.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

Completion of Information Acquisition assignments 30%
Completion of Learning Application assignments 40%
Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

You will need to obtain the text Educating Oppositional and Defiant Children, written by Philip S. Hall and Nancy D. Hall. This 205 page, 6” x 9” book (Stock #103053560; ISBN 978-0-87120-761-6)

Educating Oppositional and Defiant Children
ISBN# 0871207613
by Hall, Philip S., Hall, Nancy D.
ASCD

Buy from Amazon

MATERIALS FEE

Text starts at $12 from Amazon.com

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

EDUCATING OPPOSITIONAL & DEFIANT CHILDREN

Bernstein, Jeffrey. 10 Days to a Less Defiant Child, The Breakthrough Program for Overcoming Your Child’s Difficult Behavior, newly revised 2nd Ed, DaCapo Press, 2015, pb, 295 pages. The program in this book, created with a focus on family dynamics, includes something the other resources do not: a section on defiance stemming from dealing with excessive technology use, something often accompanying ODD preferences

Greene, Ross W. The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children, Harper Collins, 2014, pb, 280 pages. This book would be useful for teachers and parents who would like to find out how to prepare a pro-active program to deal with the disruptive behaviors that are likely to occur in typical situations otherwise. The focus is on realities that can trigger antisocial behavior, as well as ways to avoid antagonistic personal responses to normal requests.

Huebner, Dawn. What Do You Do When Your Temper Flares: A Kid’s Guide to Overcoming Problems with Anger (What to Do Guides for Kids), Magination Press, 2007, pb, 96 pages. With whimsical illustrations and twelve chapters, kids from 6 to 12 can learn how to calm themselves and reduce their uncontrolled anger. This esteemed author has written a whole series of self-help books for children, and parents confirm that they are highly effective. (Not for clinically identified ODD children, perhaps, but helpful for children who are too angry for everyday functioning.)

Meiners, Cheri J. Cool Down and Work Through Anger, Free Spirit Publishing, 2010, pb, 40 pages. Another in a series of highly acclaimed books for children ages pre-school to 8 years old, Often used in the classroom, teachers can help children learn that feeling angry is normal, but people should never hurt someone else when they are angry.

Stenson, Joseph. Oppositional Defiant Disorder: How to Manage and Treat a Child with ODD, CreateSpace Independent Publishing Platform, 2015, pb, 68 pages.

The focus of this book is on parent encouragement and information. It recognizes the natural sadness, resentment, and anger generated in the parent by the difficult realities of working with an ODD child, and brings hope and insight into the program for coping. The reality for the child is a life of difficulty and conflict, so the job of the parent is to make the most of the possibilities for helping both their child and the family itself deal with the realities.