Navigating School with OCD: The Transformative Role of Reverse Scaffolding

Living with Obsessive-Compulsive Disorder (OCD) can present unique challenges for students in an academic setting. In response to these challenges, educators are turning to innovative approaches such as reverse scaffolding to empower students with OCD. Unlike traditional supports offered through an individualized education plan (IEP) or 504 plan, reverse scaffolding focuses on confidence and empowerment through reducing supports initially needed over time to return a student to standard learning expectations within the classroom. In this blog, we will walk through the concept of reverse scaffolding, exploring its potential benefits in addressing the distinct compulsions observed in students with OCD at school.

Understanding Reverse Scaffolding

Traditionally, IEPs and 504s offer accommodations to students with OCD such as extended time on assignments, alternative testing locations, anytime passes to leave class, preferred seat assignments, adjusted assignments for classroom presentations, and so on. In the realm of reverse scaffolding, this approach takes a different turn. Rather than implementing these accommodations for the duration of a student’s time in school, reverse scaffolding focuses on reducing the level of accommodation over time. This support is gradually scaled back as students develop better coping mechanisms. The reason removal of accommodation is so important is because extended use of accommodations for a student with OCD can make OCD symptoms worse rather than better.

The OCD Cycle

It is helpful to review the OCD cycle to better understand why it is essential to remove accommodations when fighting back against OCD. OCD is characterized by intrusive, unwanted, repetitive fears (known as obsessions) that bring about anxiety, worry, shame, and nervousness. This anxiety can feel debilitating, and it can cause great distress for a student experiencing OCD obsessions. Once the anxiety takes root, we are driven to take certain actions to alleviate the distress caused by the obsession (known as compulsions). Common compulsions seen in school include:

• Avoidance of school or assignments
• Repetitive checking of answers
• Re-asking for clarity out of fear of misunderstanding
• Frequent reports of stomach pain or nausea requiring visits to the nurse
• Refusing to give presentations in front of the class
• Ritualized or superstitious test taking
• Carrying comfort items at all times

Providing accommodations to allow these compulsions to continue actually makes OCD symptoms increase over time. Each and every time we do a compulsion, we are reinforcing the obsession and making OCD stronger. This causes the student to feel less relief and drives the need to complete the compulsion more frequently or create a new one all together. Once we understand this concept, it can be much easier to see the benefits of decreasing accommodations. The intervention step to reduce symptoms of OCD focuses on decreasing and eliminating completing compulsions. This means a student will still be driven to do those same compulsions listed above, but by stopping the child from acting on the compulsion, we are decreasing their OCD symptoms over time and improving their ability to learn. Therefore, be more present in the classroom.

Tailoring Accommodations to Individual Compulsions

Central to the reverse scaffolding philosophy is the acknowledgment that OCD manifests uniquely in each individual. It is important to have an understanding of the student’s compulsions to understand the accommodations currently needed and develop an effective plan to decrease compulsive behaviors over time. The appropriate time needed to implement response prevention strategies will vary depending on the student’s willingness to decrease compulsions, engagement in treatment outside of school, family participation in reducing accommodations, and other factors. Accommodations must be finely tuned to address specific compulsions and triggers, ensuring that students receive the necessary support without imposing unnecessary restrictions. As OCD symptoms reduce, accommodations can then be adjusted to move a student closer and closer to the traditional learning environment and expectations.

Creating a Supportive Classroom Environment

Reverse scaffolding extends beyond academic adjustments; it encompasses the entire classroom atmosphere. Something pivotal to understanding the practices behind reverse scaffolding focuses on one foundational belief: anxiety is not something to avoid. This means  while feeling anxiety is uncomfortable, we do not need to avoid or alter our behavior strictly because we feel the emotion of anxiety while doing it. Allowing students to experience anxiety while also engaging effectively creates confidence and bravery. It can also be thought of as a superpower-you can do anything in the world regardless of anxiety or fear!

Adapting Curriculum and Assignments to Address Compulsions

Traditional curricula and assignments may inadvertently trigger or intensify the compulsions experienced by students with OCD. In a reverse scaffolding framework, educators modify educational materials to accommodate these compulsions. This may involve adjusting deadlines, providing alternative assignments, or adopting more flexible grading structures. The goal is to create a learning experience that challenges students without exacerbating their compulsive tendencies. As a student learns strategies to resist compulsions, these modifications are gradually reduced through written updates to the student in order to reduce OCD over time.

Emphasizing Time Management and Organization to Combat Compulsions

OCD often manifests as difficulties in time management and organizational skills. In a reverse scaffolding approach, educators collaborate with students to impart effective strategies for managing time and staying organized. By providing tools and techniques tailored to address compulsive tendencies, educators empower students to navigate the academic landscape with greater confidence. Reducing additional supports over time allows the student to embrace the anxiety fear causes rather than become more fearful of anxiety.

Celebrating Success Stories Amidst Compulsive Challenges

One of the remarkable aspects of reverse scaffolding is its ability to cultivate success stories despite the compulsive challenges associated with OCD. Through regular assessments of the effectiveness of accommodations and responsive adjustments to evolving needs, educators witness significant progress. These success stories not only underscore the efficacy of the reverse scaffolding approach but also serve as inspiration for educators and students alike.

In Conclusion

Reverse scaffolding emerges as a beacon of hope for students with OCD, offering a dynamic and personalized approach to academic support. By understanding and addressing specific compulsions, tailoring accommodations, and fostering a supportive environment, educators contribute to creating an inclusive and empowering learning environment. In the face of compulsive challenges, reverse scaffolding stands as a testament to the transformative power of education in unlocking the potential of every student, regardless of the hurdles posed by OCD.