Very likely your SI assessment will show a need for lots of vestibular stimulation. Often ODD is based in anxiety. Long learning history has taught these individuals that attention comes from "acting out" which, I suspect, is based in an anxiety that no one cares. This is likely true even when a child is in a loving home and the underlying problem is primarily neurological. Consider using 1) vestibular stimulation in the form of swinging. Running may be even better as it provides a measure of vestibular stimulation with some deep pressure. 2) Joint compression may be useful as part of the program. 3) The old standby, light brushing with a surgical bush can be helpful as it is calming and in some cases can be self-administered. 4) Temple Grandin's hug machine may be useful and or weighted blankets and so on. 5) Recommend a behavioral functional analysis if someone with that skill is available. A behavioral functional assessment can get at some of the functional variables too. 6) Some of the so called oppositional responses, likely many of them, are in response to situations where you or I would be oppositional too. When working with an ODD child/student/person even the best staff will, at some point get so frustrated at using a kind gentle approach (which seems not to be working as it takes angelic patients) that they will say to themselves "I have been kind and gentle and now by God you will work on your math (or whatever). Point is, standard, often "rule-bound" teaching methods will be of only limited success with the ODD child.
As the information you give here is limited, perhaps a neuro-psych assessment would be useful. Again, either learning history or miswired neurology or both, or one caused by the other, is happening with this child. Children and adults with Asperger's Syndrome, for example, will be oppositional, in large measure, because they don't understand social and other rules that you and other staff take for granted. So...
Any program designed to help this young person needs to be multidimensional. Medical/Psychiatric/Medication variables should be considered and assessed. Behavioral/Psychological components need to be assessed. Social variable need to be addressed, perhaps in part with Social Stories. Never be afraid to, gently, ask questions about these area, or any area where your gut tells you there may be a need.
My gut tells me you are working with a child who has neurological deficits likely as part of that, a "learning disability". To be blunt, she's really trying hard, does not understand what she needs to do and, as such, is really pissed off (oops jargon
My experience also tells me that, with this child, you are in a position where you would tell me, "You have no idea all the problems this kid has. She is in bad situations in a number of areas that I know I can have little impact on." If so, many of us have been there. In any event, don't give up (I sense you won't). Look at as much as you can with her. Do what you can and let God be responsible for the rest. I know for sure that you will have some positive impact on this young person. Thank you!! We need more people like you!!
I request that you post a response to this, hopefully with an e-mail address.
The above is presented only for your consideration as you give way to little information (by the design of this medium, etc.) for me to give any firm direction. On the other hand, a lot of what I say applies to many "cases". Hope it helps you.
As an aside, recently I asked if a school had done a sensory integration assessment on a student. The OT, a good one, asked what I meant by that. She does SI stuff with students, and I think, fairly well, yet the question suggests that it is not an area she is well trained in, or maybe not. Point is, you know what SI is and believe it can help this you woman. Thanks again!