Guiding a child with ODD to manage behavior

To answer my last inquiry, I found this article on setting up a child to manage their own behavior.

http://csefel.vanderbilt.edu/kits/wwbtk7.pdf

Guiding a child to manage their own behavior involves careful observations of their current abilities and planning on what behavior you want to the child to manage. Another key ingredient that I discovered is observing what motivates the child so that it can be used as positive reinforcements to improve on the targeted behavior.  Some parents have and are successful at creating reward charts at home with stickers etc. to track feedback for rewards. These are often not successful because it relies on the parent to have the discipline to keep track. The self-monitor mentioned here may be the solution and another tool to be shared with a parent that may create a higher level of success.  Another tool to be used is to create a visual display of targeted behavior. When you think about a classroom environment this is understood. Teachers have been taught to incorporate visual display into their rooms. For parents this is not something you would normally see in a home environment. It would be something that a teacher could suggest for parents to be consistent with home and school behavior management.

When I consider helping a child self-manage with feedback or giving parents progress updates, I think the method of communication will be important. I would like to further explore communication skills that might serve as useful tools for a teacher. 

Poverty and ODD

In my last bog I left curious about what parents who cannot afford therapy for their child can do to change a child’s environment without therapist or intervention specialist and reduce the occurrence of ODD.  How would they relieve the stress that escalates the condition?  My research has taken me to this article about how teachers can dodge the power struggle. I don’t see any reason why the same tactics could not be used by parents and caregivers to prevent power struggles and manage the ODD.  As a teacher it is important to work on these tactics and share with the parent tactics that work.  I think the interruptive tactics should be in every teacher’s tool box.

http://www.interventioncentral.org/behavioral-interventions/challenging-students/dodging-power-struggle-trap-ideas-teachers

I find the concept of acknowledging the student is in control interesting.  Things like presenting the negative choice first with its consequence and then the choice you want the child to take last comes from observations that parents would not know if they were not connected to therapy.  I also like the concept of giving the student a face saving option with a question of what can be done to earn their cooperation. This has to make the student think. It also keeps the teacher calm and in control of the situation. These same tools could be used at home to keep families out of power struggles.  Even typical children are involved in power struggles with adults so every parent could benefit from this knowledge.

At his point I would like to explore if there are ideas on how children can be taught to manage their own behavior .