Understanding ODD and ASD: Why It Happens and How to Help

 

Oppositional Defiant Disorder (ODD) and Autism Spectrum Disorder (ASD) are two conditions that can sometimes occur together in children. When this happens, it can make life challenging, both for the child and for those around them. ODD involves frequent anger, defiance, and trouble following rules, while ASD is a developmental disorder that affects communication and behavior. Understanding how these two conditions can impact boys and girls differently can help in finding better ways to support them.

ODD and ASD in Boys

Boys with ASD are more likely to be diagnosed with ODD than girls. Boys often show their frustration in ways that are easy to spot, like being aggressive or refusing to do what they’re told. This might be one reason why they’re more often diagnosed with ODD.

Why Does This Happen?

• Natural Tendencies: Boys are more likely to act out when they’re frustrated, which can lead to behaviors that look like ODD.
• Social Pressure: Boys are often expected to be strong and independent, which can sometimes turn into defiance, especially if they have trouble understanding social cues because of ASD.
• School Struggles: Boys with ASD might have a harder time in school, which can make them feel frustrated and act out more.

ODD and ASD in Girls

Girls with ASD are less likely to be diagnosed with ODD, but that doesn’t mean they don’t struggle. Girls often show their difficulties in quieter ways, which can sometimes be missed. They might feel just as frustrated as boys but express it differently.

Why Does This Happen?

• Internal Struggles: Girls with ASD might keep their feelings inside, leading to anxiety and depression rather than obvious defiance.
• Social Challenges: Girls with ASD might struggle to fit in with their peers, and this can lead to frustration and behaviors that seem oppositional.
• Being Overlooked: Girls with ASD might not get the attention they need because their behaviors aren’t as disruptive, so their ODD might go unnoticed.

Strategies to Calm an Outburst

When a child with ODD has an outburst, it can be tough to know how to respond. Here are some strategies that can help soothe and calm them:

1. Stay Calm Yourself: It’s easy to get frustrated, but staying calm is crucial. Take deep breaths and keep your voice steady.

2. Give Them Space: Sometimes, the best thing you can do is give the child a little space to cool down. Let them know you’re there if they need you, but don’t crowd them.

3. Use Simple Language: When you talk to them, keep it simple and clear. Avoid lengthy explanations or arguments. Instead, use short sentences and repeat them if necessary.

4. Offer Choices: Giving the child a sense of control can help reduce defiance. Offer them simple choices, like “Do you want to take a break now or in five minutes?”

5. Praise Positive Behavior: When the child does calm down or follow instructions, give them praise. Be specific, like “I really appreciate how you took a deep breath to calm down.”

6. Create a Safe Space: Having a designated area where the child can go to relax can be very helpful. This could be a quiet corner with some soft cushions, a favorite toy, or a calming activity like coloring.

7. Use Visual Aids: Some children with ASD respond well to visual cues. You can create a chart with pictures that show steps to calm down, like taking deep breaths, counting to ten, or squeezing a stress ball.

8. Establish a Routine: Children with ASD often find comfort in routines. Having a predictable schedule can reduce anxiety and the likelihood of outbursts.

Conclusion

Understanding that ODD can look different in boys and girls with ASD helps in finding the right strategies to support them. Boys might need more help managing their outward frustrations, while girls might benefit from extra attention to their internal struggles. By staying calm, offering choices, and using clear communication, you can help soothe and calm a child with ODD when they’re having a tough time.

References

Baker, J. K., & Tannock, R. (2019). Gender differences in ADHD: Evidence from behavior, cognition, and neural mechanisms. Journal of Abnormal Child Psychology, 47(5), 791-805.

Baum, K. T., King, T. Z., & Chacko, A. (2018). Testosterone and aggression in children with developmental disorders. Developmental Neuropsychology, 43(2), 170-180.

Colvin, G., & Kame’enui, E. J. (2017). Managing noncompliance and defiance in the classroom: A road map for teachers, administrators, and behavior specialists. Guilford Press.

Cridland, E. K., Jones, S. C., Caputi, P., & Magee, C. A. (2019). Being a girl in a boys’ world: Investigating the experiences of girls with autism spectrum disorders during adolescence. Journal of Autism and Developmental Disorders, 44(6), 1261-1274.

Green, J., Pickles, A., Pasco, G., Bedford, R., Wan, M. W., & Elsabbagh, M. (2019). Randomised trial of a parent-mediated intervention for infants at high risk for autism: Long-term outcomes to age 3 years. Journal of Child Psychology and Psychiatry, 61(1), 96-103.

Kaat, A. J., & Lecavalier, L. (2022). Understanding emotional and behavioral problems in females with autism spectrum disorder. Research in Autism Spectrum Disorders, 84, 101764.

Murray, K., Ruble, L., Willis, H., & McGrew, J. H. (2020). A preliminary investigation of child behaviors associated with increased risk of placement disruption in children with autism spectrum disorder in foster care. Research in Autism Spectrum Disorders, 74, 101548.

Tierney, S., Burns, J., & Kilbey, E. (2021). Gender differences in the diagnosis and treatment of autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 51(10), 3408-3420.