Challenges of Teaching Children with Opposition Defiant Disorder in Some Primary Schools in Makurdi Benue State

Abstract

The study investigated the challenges of teaching children with Opposition Defiant Disorder (ODD) in some selected schools in Makurdi metropolis. The study adopted cross-sectional survey research design. All the 41 teachers in the selected primary schools were studied. Data were collected using the Oppositional Defiant Disorder Questionnaire (ODDQ). Hypotheses for the study were tested using the t-test statistics. The study found no significant difference between mean response of male and female teachers on the behaviours that pupils with ODD exhibit during classroom activities. Similarly, no significant difference was found between the mean response of male and female teachers on the challenges of teaching pupils with ODD. Also, the study found no significant difference between mean response of male and female teachers on the management skills that can help the teachers in teaching pupils with ODD without obstruction during class activities. It was concluded that pupils with ODD exhibit similar negative behaviours during classroom activities with mean responses ranging from 3.59 to 4.54. Teaching pupils with ODD leaves the teachers with series of challenges and these can be addressed through the management skills identified. It was recommended that parents, guardians, and family members should increase positive parenting such as providing supportive and consistent supervision and discipline as it can help to reduce inappropriate and disruptive behaviours; and that those teachers should be given more special training through courses and workshops in the area to have enough knowledge about ODD and in areas of effective behaviour management skills and cognitive behavioural interventions.