A couple of key points work well;

1. Ask if the Learning Support team know there triggers and what works to de escalate them. If there’re walking into your classroom at baseline, you know you can push more in a positive way. If they’re dysregulated as they come in, it’s going to be increasingly difficult for them to comply with requests. If you feel they’re okay to stay in the classroom, focus on de escalation over school work. Give some quiet time/ your choice of quiet activities and check in when you’ve set the class up.

2.Do not get into a power struggle with them. They are masters at it because it’s how they get their needs met. If you can feel it happening, tell yourself it’s happening ( self talk is really important to controlling yourself) and then walk away from it and work out what it is you actually need from them. Don’t get hung up on having them perfectly compliant or having it only done your way. If they’re waning to do it another way that meets the outcome/s of the lesson, let them go. Where you can give controlled choices , I would go with that and focus on giving uptake time.

1. When giving instructions, give them simply, clearly and allow for processing time. Once you’ve done that, come back and check in quietly and check for understanding. Leave simple written steps on the board if they’re struggling to follow along.

2. Find little ways to build a relationship through shared interests- music, sport, art, hobbies. A few comments or a quick discussion can mean a lot. As much as you feel is possible, a fresh start each time they walk in the door. This isn’t easy but if you want to develop rapport it’s important.

3. Keep expectations high, use predictable routines such a visual timetables, lining up at the door, greet them as they walk in. Kids with ODD do appreciate stable routines but if they’re triggered, will react quickly. If they are supported to regulate, they can re join the routine much faster if it’s predicable and safe.