Ever seen a family under the control of one of the children? It’s a troubling sight. Sometimes the role reversal is due to the inability of a parent to effectively discipline the child, while, at other times, a recalcitrant child has forcibly stripped the parents of authority. All children are oppositional to some degree, but when a child becomes so overtly hostile toward authority that the behavior interferes with normal social functioning, oppositional defiant disorder (ODD) may be a reasonable suspicion. Children with this disorder tend to have frequent temper tantrums (meltdowns), argue excessively with anyone who dares challenge their misbehavior, respond to even the slightest insult with disproportionate anger and aggression, simmer with resentment, and are often driven to exact revenge for any perceived transgression. Children with oppositional defiant disorder will go out of their way to annoy others, and will blatantly and quite stubbornly disregard rules. Parents of children with ODD frequently report that the child was overly demanding and rigid from a very early age. What if a diagnosis of oppositional defiant disorderr seems to fit your child, but his symptoms are even worse than described. What if your child initiates physical fights, has been cruel to animals, has set fires, or destroyed property? A child who displays these behaviors may suffer from conduct disorder. Like ODD, conduct disorder, thought to be either a more extreme form of ODD or the childhood version of antisocial personality disorder, can cause an extreme disruption of family and social life...

Children with ODD or conduct disorder exhibit extreme behavior, but Neurofeedback can improve self-regulation and reduce symptoms.

Taming a Monster Child

Ever seen a family under the control of one of the children? It’s a troubling sight. Sometimes the role reversal is due to the inability of a parent to effectively discipline the child, while, at other times, a recalcitrant child has forcibly stripped the parents of authority. All children are oppositional to some degree, but when a child becomes so overtly hostile toward authority that the behavior interferes with normal social functioning, oppositional defiant disorder (ODD) may be a reasonable suspicion. Children with this disorder tend to have frequent temper tantrums (meltdowns), argue excessively with anyone who dares challenge their misbehavior, respond to even the slightest insult with disproportionate anger and aggression, simmer with resentment, and are often driven to exact revenge for any perceived transgression. Children with oppositional defiant disorder will go out of their way to annoy others, and will blatantly and quite stubbornly disregard rules. Parents of children with ODD frequently report that the child was overly demanding and rigid from a very early age. What if a diagnosis of oppositional defiant disorderr seems to fit your child, but his symptoms are even worse than described. What if your child initiates physical fights, has been cruel to animals, has set fires, or destroyed property? A child who displays these behaviors may suffer from conduct disorder. Like ODD, conduct disorder, thought to be either a more extreme form of ODD or the childhood version of antisocial personality disorder, can cause an extreme disruption of family and social life...

Children with ODD or conduct disorder exhibit extreme behavior, but Neurofeedback can improve self-regulation and reduce symptoms.

Behavioral problems in children can range from mild mischievousness to serious misconduct that can interfere with normal development. Children and adolescents with extreme behavioral problems, more than typical childhood misbehavior, should be evaluated by their physician for oppositional defiant disorder (ODD) or conduct disorder (CD). These disorders typically involve hostile behavior, aggression toward people and/or animals, refusal to follow rules, and anger lasting for at least six months. Often times, these can occur concurrently with other diagnoses such as attention deficit hyperactivity disorder (ADHD), anxiety disorders, depression, and bipolar disorder. One of the most common comorbidities in those diagnosed with CD is ADHD. Once these disorders are formally diagnosed, parents and their children are faced with a number of treatment options from behavior therapy to medications. Although they may be confusing at first, knowing what to expect can help improve your decisions and experience while treating these conditions. It has been shown that behavior therapy and psychotherapy for the individual diagnosed with ODD or CD as well as the family can help improve these disorders, but oftentimes behavioral therapy is challenging due to the child's inability to be cooperative. Studies show that when behavioral therapy is not enough, medication can have an integral role in treatment as add-on therapy. Although there are no medications that have been approved by the FDA for use in ODD or CD, a number of medications have been studied and may be appropriate to treat certain symptoms associated with these disorders, such as depression,...

For serious child behavior issues, behavior therapy plus meds can aid when therapy alone fails.

Behavioral Problems and Medication in Kids

Behavioral problems in children can range from mild mischievousness to serious misconduct that can interfere with normal development. Children and adolescents with extreme behavioral problems, more than typical childhood misbehavior, should be evaluated by their physician for oppositional defiant disorder (ODD) or conduct disorder (CD). These disorders typically involve hostile behavior, aggression toward people and/or animals, refusal to follow rules, and anger lasting for at least six months. Often times, these can occur concurrently with other diagnoses such as attention deficit hyperactivity disorder (ADHD), anxiety disorders, depression, and bipolar disorder. One of the most common comorbidities in those diagnosed with CD is ADHD. Once these disorders are formally diagnosed, parents and their children are faced with a number of treatment options from behavior therapy to medications. Although they may be confusing at first, knowing what to expect can help improve your decisions and experience while treating these conditions.  It has been shown that behavior therapy and psychotherapy for the individual diagnosed with ODD or CD as well as the family can help improve these disorders, but oftentimes behavioral therapy is challenging due to the child's inability to be cooperative. Studies show that when behavioral therapy is not enough, medication can have an integral role in treatment as add-on therapy. Although there are no medications that have been approved by the FDA for use in ODD or CD, a number of medications have been studied and may be appropriate to treat certain symptoms associated with these disorders, such as depression,...

Millions of people, including shy or defiant children, may be wrongly labeled mentally ill according to an upcoming revision of the influential Diagnostic and Statistical Manual of Mental Disorders (DSM). Many experts are calling new categories in the book “silly” at best. At worst, they are “worrying and dangerous,” categorizing people who are grieving or who have unconventional romantic lives as having mental disorders. The DSM is published by the American Psychiatric Association and is considered the diagnostic “bible” for mental health medicine internationally. The main concern is that certain diagnoses risk diminishing the seriousness of mental illness and put a medical label on behaviors that most people would consider normal or even just mildly eccentric. Conditions such as “apathy syndrome” or “oppositional defiant disorder” are raising widespread concerns. More than 11,000 health professionals have already signed a petition asking that the fifth edition of the DSM be halted in its development and rethought. The new DSM could also give serial rapists and sex abusers labels like "paraphilic coercive disorder," which is troublesome as it may give them an opportunity to avoid prison by providing what could be seen as a medical excuse for their behavior. David Pilgrim of Britain's University of Central Lancashire made the point that it was difficult to avoid the conclusion that DSM-5 will help the interests of the drug companies. “Madness and misery exist, but they come in many shapes and sizes,” he tells Reuters. “We risk treating the experience and conduct of people...

Upcoming DSM revisions may mislabel normal behaviors as mental illness, raising concerns among experts and prompting a petition for review.

New Mental Health Manual Could Be &#8220;Dangerous&#8221;

Millions of people, including shy or defiant children, may be wrongly labeled mentally ill according to an upcoming revision of the influential Diagnostic and Statistical Manual of Mental Disorders (DSM). Many experts are calling new categories in the book “silly” at best. At worst, they are “worrying and dangerous,” categorizing people who are grieving or who have unconventional romantic lives as having mental disorders. The DSM is published by the American Psychiatric Association and is considered the diagnostic “bible” for mental health medicine internationally. The main concern is that certain diagnoses risk diminishing the seriousness of mental illness and put a medical label on behaviors that most people would consider normal or even just mildly eccentric. Conditions such as “apathy syndrome” or “oppositional defiant disorder” are raising widespread concerns. More than 11,000 health professionals have already signed a petition asking that the fifth edition of the DSM be halted in its development and rethought.  The new DSM could also give serial rapists and sex abusers labels like "paraphilic coercive disorder," which is troublesome as it may give them an opportunity to avoid prison by providing what could be seen as a medical excuse for their behavior. David Pilgrim of Britain's University of Central Lancashire made the point that it was difficult to avoid the conclusion that DSM-5 will help the interests of the drug companies. “Madness and misery exist, but they come in many shapes and sizes,” he tells Reuters. “We risk treating the experience and conduct of people...

You're looking at charter schools and you have a child with an IEP. Maybe you've heard mixed things about how charters handle special education. Maybe a school tour guide gave you a vague answer when you asked about services. Maybe someone told you flat-out that the school "doesn't have the capacity" for your child's needs. Here's what you need to know: charter schools are public schools, and they're bound by the same federal special education law that applies to traditional district schools. That law is IDEA (Individuals with Disabilities Education Act), and it requires every public school to accept students with disabilities and provide FAPE: a free appropriate public education. Charter schools can't legally reject your child because they have an IEP. But the law and the practice don't always line up. Some charter schools have been documented engaging in what's called "counseling out," discouraging families from enrolling even though they're legally required to serve them. Understanding your rights and knowing what questions to ask can protect you from running into this. Charter Schools Are Bound by IDEA. Charter schools operate with more autonomy than traditional public schools in areas like curriculum and governance, but special education isn't one of them. Under federal law, charter schools must: Accept students with IEPs without discrimination Provide a free appropriate public education (FAPE) to students with disabilities Implement existing IEPs when a student transfers in Conduct evaluations and develop new IEPs as needed Provide related services (OT, PT, speech therapy, etc.) outlined...

Charter schools must accept students with IEPs and provide FAPE under IDEA, but capacity gaps exist. Here's what to ask and do.

Charter Schools and Special Education: What Parents Need to Know

You're looking at charter schools and you have a child with an IEP. Maybe you've heard mixed things about how charters handle special education. Maybe a school tour guide gave you a vague answer when you asked about services. Maybe someone told you flat-out that the school "doesn't have the capacity" for your child's needs. Here's what you need to know: charter schools are public schools, and they're bound by the same federal special education law that applies to traditional district schools. That law is IDEA (Individuals with Disabilities Education Act), and it requires every public school to accept students with disabilities and provide FAPE: a free appropriate public education. Charter schools can't legally reject your child because they have an IEP. But the law and the practice don't always line up. Some charter schools have been documented engaging in what's called "counseling out," discouraging families from enrolling even though they're legally required to serve them. Understanding your rights and knowing what questions to ask can protect you from running into this. Charter Schools Are Bound by IDEA. Charter schools operate with more autonomy than traditional public schools in areas like curriculum and governance, but special education isn't one of them. Under federal law, charter schools must:  Accept students with IEPs without discrimination Provide a free appropriate public education (FAPE) to students with disabilities Implement existing IEPs when a student transfers in Conduct evaluations and develop new IEPs as needed Provide related services (OT, PT, speech therapy, etc.) outlined...

For twelve years, the school found the services. Evaluations were scheduled by the district. IEPs were built by a team. Accommodations were in place on the first day of every school year. Then the student turns 18, enrolls in college, and that entire structure disappears. This is called the rights cliff. It is not a gap in the system; it is the intentional result of two different laws with two different purposes. What IDEA Provides and Why It Ends. The Individuals with Disabilities Education Act guarantees free and appropriate public education for students with disabilities through age 21, or high school graduation. Under IDEA, schools are responsible for identifying students with disabilities, conducting evaluations at no cost to families, developing individualized education programs, and ensuring students receive services designed to help them succeed. That result standard matters. IDEA is not just about access; it is about outcomes. What ADA and Section 504 Cover Instead. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act apply in higher education. These laws prohibit discrimination based on disability and require colleges to provide equal access to programs and activities. They do not require schools to ensure academic success. That is a meaningful protection, but a different kind than what IDEA provided, and families who understood the IDEA framework often need time to understand what they are gaining and what they are leaving behind. Under ADA and Section 504, colleges do not identify students with disabilities, do not conduct free evaluations, and...

Students who had IEPs for 12 years arrive at college and start over. What the IDEA to ADA shift means and how to prepare before graduation.

From IDEA to ADA: What Students with Disabilities Lose and Gain in the College Transition

For twelve years, the school found the services. Evaluations were scheduled by the district. IEPs were built by a team. Accommodations were in place on the first day of every school year. Then the student turns 18, enrolls in college, and that entire structure disappears. This is called the rights cliff. It is not a gap in the system; it is the intentional result of two different laws with two different purposes. What IDEA Provides and Why It Ends. The Individuals with Disabilities Education Act guarantees free and appropriate public education for students with disabilities through age 21, or high school graduation. Under IDEA, schools are responsible for identifying students with disabilities, conducting evaluations at no cost to families, developing individualized education programs, and ensuring students receive services designed to help them succeed. That result standard matters. IDEA is not just about access; it is about outcomes. What ADA and Section 504 Cover Instead. The Americans with Disabilities Act and Section 504 of the Rehabilitation Act apply in higher education. These laws prohibit discrimination based on disability and require colleges to provide equal access to programs and activities. They do not require schools to ensure academic success. That is a meaningful protection, but a different kind than what IDEA provided, and families who understood the IDEA framework often need time to understand what they are gaining and what they are leaving behind. Under ADA and Section 504, colleges do not identify students with disabilities, do not conduct free evaluations, and...

When a student qualifies for special education, the school district is required to develop an individual education program or "IEP" for the student. The IEP must include the basis for special education eligibility, measurable goals and objectives, the services, accommodations, and/or modifications required to accomplish the goals, and the type of placement, such as regular education, resource, special day class, etc. Sometimes, however, the school district will determine that a student has a disability but does not qualify for special education. When this happens, the school district may propose a 504 plan instead of an IEP. Most often this is when the school district believes that the student can be successful with accommodations only, and does not require special education services. Often a 504 plan is offered to students with ADD or ADHD who may be struggling, but are managing to keep up in the classroom. A 504 plan can include such accommodations as extra time, taking tests in an alternative location, and reduced levels of homework. A 504 plan does not provide the same level of procedural protections as an IEP does for students who may engage in impulsive conduct that could lead to disciplinary measures. A 504 plan works for some students, but is not appropriate for a student who is failing classes due to inattention or who is performing significantly below grade level on standardized tests. Substantial outside support, such as tutoring and homework assistance, can mask the seriousness of the problem and the need for special...

Deciding between an IEP or 504 Plan depends on if a child needs special education or just accommodations such as extra time.

IEP or 504 Plan: Which is Right For Your Child?

When a student qualifies for special education, the school district is required to develop an individual education program or "IEP" for the student. The IEP must include the basis for special education eligibility, measurable goals and objectives, the services, accommodations, and/or modifications required to accomplish the goals, and the type of placement, such as regular education, resource, special day class, etc. Sometimes, however, the school district will determine that a student has a disability but does not qualify for special education. When this happens, the school district may propose a 504 plan instead of an IEP. Most often this is when the school district believes that the student can be successful with accommodations only, and does not require special education services. Often a 504 plan is offered to students with ADD or ADHD who may be struggling, but are managing to keep up in the classroom. A 504 plan can include such accommodations as extra time, taking tests in an alternative location, and reduced levels of homework. A 504 plan does not provide the same level of procedural protections as an IEP does for students who may engage in impulsive conduct that could lead to disciplinary measures. A 504 plan works for some students, but is not appropriate for a student who is failing classes due to inattention or who is performing significantly below grade level on standardized tests. Substantial outside support, such as tutoring and homework assistance, can mask the seriousness of the problem and the need for special...

Nebraska senators voted 28–14 on April 7, 2026 to reject LB841, a bill sponsored by Sen. Victor Rountree that would have required school districts to get parental consent before making "material" changes to a child's Individualized Education Program. The measure would have also shifted the legal burden of proof to school districts in disputes with families. The bill came to Rountree from the Defense Department, following complaints from military families that Nebraska schools were denying their children services they'd received in other states when families moved. Sen. Bob Hallstrom opposed the measure, arguing it would give parents "veto power over every single decision made by educational experts for special education students" and expand consent requirements far beyond what federal law requires. The defeat keeps Nebraska's current system in place, and it reflects a tension playing out nationwide. Parents often feel outmatched by district lawyers and procedural expertise in IEP meetings. School administrators argue that expanding consent requirements would make it harder to deliver services when families disagree with professional recommendations. Here's what families in Nebraska and every other state should know about their actual rights under the Individuals with Disabilities Education Act. What Schools Must Get Consent For. Under IDEA, school districts must get your written consent at specific decision points: not suggestions, not notification, but actual consent. You must consent before the district can conduct an initial evaluation to determine whether your child has a disability. The school can't test your child without your permission. You must consent before...

Nebraska senators voted down a bill requiring parental consent for IEP changes. Here's what your rights actually are under federal law.

Nebraska Rejected a Bill That Would Have Given Parents More Power Over Their Child's IEP. Here's What Families Should Know About Their Rights.

Nebraska senators voted 28–14 on April 7, 2026 to reject LB841, a bill sponsored by Sen. Victor Rountree that would have required school districts to get parental consent before making "material" changes to a child's Individualized Education Program. The measure would have also shifted the legal burden of proof to school districts in disputes with families. The bill came to Rountree from the Defense Department, following complaints from military families that Nebraska schools were denying their children services they'd received in other states when families moved. Sen. Bob Hallstrom opposed the measure, arguing it would give parents "veto power over every single decision made by educational experts for special education students" and expand consent requirements far beyond what federal law requires. The defeat keeps Nebraska's current system in place, and it reflects a tension playing out nationwide. Parents often feel outmatched by district lawyers and procedural expertise in IEP meetings. School administrators argue that expanding consent requirements would make it harder to deliver services when families disagree with professional recommendations. Here's what families in Nebraska and every other state should know about their actual rights under the Individuals with Disabilities Education Act. What Schools Must Get Consent For. Under IDEA, school districts must get your written consent at specific decision points: not suggestions, not notification, but actual consent. You must consent before the district can conduct an initial evaluation to determine whether your child has a disability. The school can't test your child without your permission. You must consent before...

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Special Needs
Articles

Taming a Monster Child

Behavioral Problems and Medication in Kids

New Mental Health Manual Could Be “Dangerous”

Charter Schools and Special Education: What Parents Need to Know

From IDEA to ADA: What Students with Disabilities Lose and Gain in the College Transition

IEP or 504 Plan: Which is Right For Your Child?

Nebraska Rejected a Bill That Would Have Given Parents More Power Over Their Child's IEP. Here's What Families Should Know About Their Rights.

Find Providers Near You

Special Needs Articles

Taming a Monster Child

Behavioral Problems and Medication in Kids

New Mental Health Manual Could Be &#8220;Dangerous&#8221;

Charter Schools and Special Education: What Parents Need to Know

From IDEA to ADA: What Students with Disabilities Lose and Gain in the College Transition

IEP or 504 Plan: Which is Right For Your Child?

Nebraska Rejected a Bill That Would Have Given Parents More Power Over Their Child's IEP. Here's What Families Should Know About Their Rights.

Find Providers Near You

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New Mental Health Manual Could Be “Dangerous”