Links & Resources
Over all information on OCD:
https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=hw169097
Local Resource:
https://lethbridge.cmha.ca/mental_health/obsessive-compulsive-disorder-ocd/
International OCD Foundation:
https://iocdf.org/expert-opinions/
Checklist for students:
https://kids.iocdf.org/for-kids/ocd-at-school/
Teachers Guide for ODC in the Classroom:
http://www.childmind.org/en/posts/articles/2011-11-28-teachers-guide-ocd-classroom
Strategies for the classroom:
http://www.ocdeducationstation.org/role-of-school-personnel/managing-ocd-in-the-classroom/
https://myhealth.alberta.ca/Health/Pages/conditions.aspx?hwid=hw169097
Local Resource:
https://lethbridge.cmha.ca/mental_health/obsessive-compulsive-disorder-ocd/
International OCD Foundation:
https://iocdf.org/expert-opinions/
Checklist for students:
https://kids.iocdf.org/for-kids/ocd-at-school/
Teachers Guide for ODC in the Classroom:
http://www.childmind.org/en/posts/articles/2011-11-28-teachers-guide-ocd-classroom
Strategies for the classroom:
http://www.ocdeducationstation.org/role-of-school-personnel/managing-ocd-in-the-classroom/
Definition & AB Education Code"Obsessions are persistent thoughts, impulses or images that cause significant distress. Compulsions are repetitive behaviours (e.g., hand washing, ordering, checking) or mental acts (e.g., praying, counting, repeating words silently) that a person feels compelled to do to prevent or reduce distress. Obsessive compulsive disorder (OCD) is a psychiatric condition in which obsessions or compulsions are severe enough to be time consuming, cause marked distress or interfere with everyday functioning. Treatment for OCD ranges from therapy to self-help and medication. The onset of OCD usually occurs during adolescence or young adulthood. In young children other disorders, such as attention deficit/hyperactivity disorder, Autism and Tourette syndrome also can look like obsessive compulsive disorder." ( Learn Alberta)
Code: 42 |
Characteristics & BehaviourCharacteristics in Classroom
-Frequent requests to go to the bathroom: This could be to wash hands, if someone near them was coughing or sneezing, or if they touched something that they perceive as contaminated. It could also be an excuse to get out the classroom and just be away from everyone, and just have some respite. -Constant reassurance-seeking: This takes the form of repetitive questions. -Getting stuck on tasks: Sometimes kids with OCD will need to finish something to completion, or understand it to completion, before they're able to move on. -Retracing: A kid who's had a bad thought when he went down a flight of stairs on the way to class may need to go back up that same stairway at the end of the period, even if it means being late to his next class. -Obsessive erasing: Sometimes it's because letters have to look perfect. Or because a child has used a word that disturbs him. If I have a fear of vomiting and I've written the word vomit, I can't stand see that word. I'll have to erase it so it's really gone. A lot of different areas of writing become problematic. -Distraction: If I am having an obsession that if I don't turn the cap and count to four the right way, then Mom's going to get sick, and then the teacher calls on me to answer a question, I'm not going to be paying attention. It may look like I have ADHD, but really I don't. -Avoidance: We might see a child who doesn't want to sit on the floor, or pick things up that touched the floor, or get his hands dirty in art class. A child may avoid a lot of playground activities—kids with germ fears will look at the playground the way some adults look at the subway—it's gross. |
StrategiesSeating Accommodation
-Allowing the student with OCD to sit close to the door will give them the ease to leave the classroom without being embarrassed in front of their classmates A “buddy” system
-With this system, the teacher designates (or the student who has OCD selects) a fellow classmate to share notes taken during class to help with studying. This plan must ensure that the student selected to act as a "buddy" is willing to and has the time to participate Do not Support
-Try not to get involved in the child’s rituals by responding to an obsessive need for reassurance. If the child is asking the same question over and over again to gain reassurance, do not keep answering the child, instead redirect the question back at them and show the student they do know the answer. Constant Routines
-Keep up normal routines in the classroom. Routine and structure can help a child reduce the rituals and encourage exposure to what may otherwise have been avoided. |