BEHAVIORAL MEDIATION IN THE CLASSROOM: EDUCATIONAL PRACTICES IN THE FACE OF OPPOSITIONAL DEFIANT DISORDER

Abstract

Behavioral mediation in the classroom has emerged as a relevant pedagogical strategy in addressing the challenges posed by Oppositional Defiant Disorder in the educational context. This disorder, characterized by persistent patterns of defiant, negativistic, and oppositional behavior, significantly interferes with the teaching–learning process, interpersonal relationships, and the school climate. The present study aimed to analyze behavioral mediation practices in the classroom in relation to Oppositional Defiant Disorder, considering their theoretical, legal, and pedagogical foundations, as well as their contributions to inclusive education. This is an integrative literature review conducted through the analysis of scientific articles, academic works, and normative documents published between 2018 and 2025, selected from national and international databases. The results showed that behavioral mediation, when grounded in dialogue, routine predictability, positive reinforcement, and the strengthening of the teacher–student bond, contributes to conflict reduction, improved social interaction, and the socioemotional development of children with Oppositional Defiant Disorder. It was also found that the effectiveness of these practices is directly related to teacher training, institutional support, and articulation with inclusive education public policies. It is concluded that behavioral mediation constitutes an essential pedagogical resource for promoting more welcoming, equitable, and inclusive school environments, reaffirming the role of the school in guaranteeing the right to education and the integral development of students.