Anger Management

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Welcome to Pops Spedster's Place, where special education teachers, parents and students will find instructional supports and accommodations for people with intellectual disabilities resulting from low incidence and acquired impairments. At Pops Spedster's Place, we use Developmentally Appropriate Instruction (DAI) to teach academic and functional skills related to developmental assessments and Common Core State Standards.

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TABLE OF CONTENTS

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ANGER MANAGEMENT

GENERALLY SPEAKING, THIS IS A DIFFICULT ISSUE FOR PEOPLE WITH LOW INCIDENCE DISABILITIES (LIDs). SOMETIMES, PEOPLE WITH LIDs EXPRESS ANGER WHEN THEIR IMMEDIATE NEEDS AND NOT BEING MET. THESE NEEDS CAN BE AS SIMPLE AS SENSORY NEEDS THAT MOST OF US TAKE FOR GRANTED.

A PERSON WITH A LID MIGHT REQUIRE A DIFFERENT TYPE OF LIGHTING IN A ROOM, A SCENT-FREE SETTING, SOME SORT OF OBJECT TO HOLD OR BE NEAR TO, A FAVORITE PIECE OF CLOTHING, OR A FAVORITE PERSON TO BE PRESENT.

NOTICE HOW MANY TIMES THE WORD "FAVORITE"COMES UP? TO PREVENT BEHAVIOR ESCALATIONS, WE NEED TO REVIEW THIS PERSON'S PERSONAL PREFERENCES WITH SOMEONE WHO HAS KNOWLEDGE OF THE PERSON. WE NEED TO DETERMINE IN WHAT SITUATIONS AN ESCALATION IS MORE LIKELY TO TAKE PLACE.

THEN, IF AT ALL POSSIBLE, WE NEED TO TAKE A PRO-ACTIVE APPROACH AND MODIFY THE SETTINGS WHERE INSTRUCTION TAKES PLACE IN ORDER TO REDUCE THE LIKELIHOOD OF AN ESCALATION.

ANOTHER PRO-ACTIVE APPROACH WITH STUDENTS THAT EXHIBIT SOME DEGREE OF COGNITIVE ABILITY TO CONTROL THEIR ESCALATIONS, IS THE USE OF SOCIAL STORIES IN INSTRUCTIONAL SETTINGS.

THE WORKSHEETS ON THIS PAGE ARE DESIGNED TO BE USED IN THIS TYPE OF COGNITIVE/BEHAVIORAL SKILL INSTRUCTION. THE INTENT OF THE INSTRUCTION IS TO MAKE THE STUDENT AWARE OF THE TRIGGERS THAT CAUSE ANGER ESCALATIONS, TO RECOGNIZE THE ONSET OF THE ANGER AND TO CHOOSE AN ALTERNATIVE BEHAVIOR TO THE ESCALATION.

NEEDLESS TO SAY, IF THE ANGRY BEHAVIOR IS BEING REINFORCED AND THE PERSON IS GETTING THE DESIRED RESULTS FROM THE ANGRY BEHAVIOR, CHANGE IS VERY UNLIKELY UNLESS THE SUBJECT PERSON CHOOSES CONSCIOUSLY A BETTER BEHAVIOR.

THINGS THAT CAN TRIGGER ANGER

HERE ARE SOME COMMON THINGS WE MIGHT ENCOUNTER IN OUR DAILY LIVES THAT MIGHT CAUSE AN ESCALATION IN OUR FEELINGS OF ANGER.

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OUR SENSE OF SADNESS MIGHT TURN TO ANGER IF WE ARE FIRED FROM A JOB OR IF WE FEEL UNFAIRLY TREATED BY OUR SUPERVISORS.

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FOR SOME REASON, PEOPLE WITH LIDs TEND TO GET TEASED A LOT. TOO MUCH TEASING CAN RESULT IN THAT PERSON'S ANGER BEING ESCALATED.

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EVENTS IN OUR DAILY LIVES OVER WHICH WE HAVE NO CONTROL CAN CAUSE ANYONE TO HAVE AN ANGRY REACTION.

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SOMETIMES, ACCIDENTS HAPPEN AND WE MISTAKENLY ASSUME THAT SOMEONE HAS INTENTIONALLY CAUSED US HARM OR EMBARASSMENT.

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SOMETIMES, WE ARE SIMPLY VICTIMS OF NATURAL EVENTS LIKE THE WEATHER, AND WE BECOME ANGRY WITH THE AFFECT IT HAS ON OUR LIVES.

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SOMETIMES, WE EVEN GET ANGRY WHEN WE ARE PLAYING AND THE GAME JUST DOESN'T GO THE WAY WE WANT IT TO GO.

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ANGER WORKSHEET 1

THE FOLLOWING WORKSHEET ASKS THE STUDENT TO IDENTIFY THEIR REACTIONS TO ANGER THAT SHOULD BE AVOIDED FOR VARIOUS REASONS, BUT MOSTLY BECAUSE SOME OF THESE REACTIONS WILL RESULT IN HARM AND INJURY.

RIGHT CLICK ON THE WORKSHEET TO PRINT IT OUT FOR STUDENTS.

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CONSEQUENCES

BEHAVIORAL SCIENTISTS TYPICALLY REFER TO "CONSEQUENCES" AS BEING ANY FACTOR THAT MAINTAINS A BEHAVIOR AND PREVENTS IT FROM BEING CHANGED. IN THE CONTEXT OF THIS SITE, A MORE ACCURATE TERM FOR A CONSEQUENCE IS A "NATURAL CONSEQUENCE". IN OTHER WORDS, GIVEN THE "NORMAL" SOCIAL AND ENVIRONMENTAL SETTINGS, WHAT WOULD NATURALLY HAPPEN IF SOMEONE ENGAGED IN ANGRY BEHAVIOR AND THE RESULT WAS DAMAGE TO PROPERTY, OR HARM AND/OR INJURY TO SELF OR OTHERS?

PUNISHMENT!!!!

AS MUCH AS WE LIKE TO THINK THAT OUR POPULATION WITH LOW INCIDENCE DISABILITIES IS EXEMPT FROM BEING RESPONSIBLE FOR THE RESULTS OF ANGRY BEHAVIOR, COURT RECORDS WILL SHOW THAT THIS IS NOT THE CASE. IN MORE SEVERE SITUATIONS, PEOPLE WITH LIDs WHO CAUSE SERIOUS DAMAGE OR INJURY ARE ORDERED TO BE REMOVED FROM SOCIETY JUST LIKE ANY OTHER CRIMINAL. THE PLACE OF CONFINEMENT MIGHT BE A STATE HOSPITAL OR MENTAL HEALTH WARD. BUT THE NATURAL CONSEQUENCES ARE THE SAME AS FOR ANY OTHER CITIZEN.

SO, WHY BE CASUAL IN OUR INSTRUCTION OF PEOPLE WITH LIDs ABOUT SUCH CIRCUMSTANCES? MOST HAVE SEEN ENOUGH IMAGES OF INCARCERATED PEOPLE IN THE MASS MEDIA TO BE ABLE TO UNDERSTAND WHAT "JAIL" IS ALL ABOUT.

HERE IS A DISCUSSION PAGE ABOUT JAIL. RIGHT CLICK TO PRINT OUT COPIES FOR STUDENTS.

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RECOGNIZING YOUR STAGE OF ANGER

HERE ARE SOME PICTURES THAT REPRESENT DIFFERENT DEGREES OF ANGER. IN TERMS OF THE LEVELS DISCUSSED ON THIS WEBSITE. THE LOWEST LEVEL OF ANGER IS SIMPLY THE FEELING OF BEING ANNOYED.

IN MANY SITUATIONS THAT CAUSE US TO FEEL ANNOYED OR BOTHERED, THE RESULTING RESPONSE CAN ALSO BE A FEELING OF HELPLESSNESS. AS OUR HELPLESSNESS INCREASES, SO DOES OUR LEVEL OF ANGER.

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RECOGNIZING THE ANGER OF OTHERS IS A MAJOR SOCIAL SKILL THAT PEOPLE WITH LIDs OFTEN DO NOT UNDERSTAND. IN TEACHING ABOUT ANGER IN OTHERS, REFER TO THIS DRAWING AND TO THE CHARACTERISTIC FEATURES OF THIS ANGRY FACE - THE KNITTED EYEBROWS, THE WRINKLED UP NOSE, THE SLIGHTLY OPEN MOUTH WITH THE LOWERED LIPS.

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OF COURSE, WE NEVER ACTUALLY SEE AN ANGRY PERSON WITH THUNDER CLOUDS OVER HIS HEAD. BUT AGAIN, THE KNITTED EYEBROWS SUGGEST A GROWING SENSE OF ANGER.

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THIS PERSON'S ANGER LEVEL HAS INCREASED ABOVE THE LEVEL OF BEING ANNOYED. THIS PERSON IS YELLING AND POINTING. THE PHYSICAL AFFECTS OF HIS LEVEL OF ANGER NOW INCLUDES MORE THAN JUST A FACIAL EXPESSION.

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RIGHT CLICK ON THIS IMAGE AND PRINT IT OUT FOR STUDENTS. ASK THEM TO FILL IN THE BALLOON WITH A WORD OR WORDS THAT SHOW WHY THEY THINK THIS PERSON IS ANGRY.

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AT THIS LEVEL OF ANGER, THE RED FACE IS NOW EXPRESSING A SNARL. LIKE ALL ANIMALS THAT BECOME ANGRY OR FRIGHTENED, HUMANS ALSO SHOW THEIR TEETH WHEN THEIR ANGER LEVEL IS REACHING AN EXTREME LEVEL.

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FINALLY, PEOPLE DON'T REALLY BLOW THEIR TOPS. BUT, THEIR FACIAL EXPRESSIONS BECOME AS EXTREME AS THEIR ESCALATED FEELING OF ANGER.

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RESPONSES TO THE ANGER OF OTHERS

TYPICAL SOCIAL STORIES FOR PEOPLE WITH LIDs CONCLUDE THAT TO AVOID THE ANGER OF OTHERS, THE BEST THING TO DO IS SIMPLY WALK AWAY.

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HOWEVER, WHEN IT COMES TO DEALING WITH ONE'S OWN ANGER, PERHAPS THE BEST THING FOR A PERSON WITH A LID TO DO IS TO RECOGNIZE FEELINGS OF INCREASING ANGER (INCREASED PULSE RATE, INCREASED BREATHING RATE, A SENSE OF SHUTTING DOWN) EARLY IN THE ESCALATION; IDEALLY AT THE POINT OF ANNOYANCE.

THEN, PERHAPS THE BEST CHOICE IS TO ASK FOR HELP FROM A TRUSTED, KNOWN PERSON WHO HAS HELPED IN THE PAST.

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MANY TIMES, PEOPLE WITH LIDs EXHIBIT THE CHARACTERISITICS OF PEOPLE WITH EMOTIONAL DISTURBANCE. IN THE CASE OF EMOTIONAL DISTURBANCE PER SE, THERE IS LOW INCIDENCE DISABILITY PRESENT; SIMPLY THE PRESENCE OF SELFISH, IMMATURE BEHAVIOR - ARRESTED DEVELOPMENT, IF YOU WILL.

THESE STUDENTS ARE OFTEN PLACED IN AN EMOTIONAL GROWTH CLASSROOM WITH COGNITIVE SUPPORTS IN PLACE TO HELP THEM GROW OUT OF THEIR IMMATURE BEHAVIOR.

THESE STUDENTS, LIKE THEIR ADULT COUNTERPARTS ALREADY IN THE CORRECTIONAL SYSTEM, OFTEN USE THEIR ANGER TO MANIPULATE OTHERS AND TO CONTROL THE BEHAVIOR OF OTHERS.

TYPICAL PROGRAMS OF COGNITIVE CHANGE FOR THIS POPULATION, MAKE USE OF MOOD SWING DIAGRAMS TO EXPLAIN THE SUDDEN CHANGES IN THE BEHAVIOR OF PEOPLE WITH EMOTIONAL DISTURBANCE. HERE IS A CHART SHOWING SUCH MOOD SWINGS.

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IN THE IDEAL WORLD, WE SHOULD ALL AVOID THE EXTREMES OF BEHAVIOR. BUT BECAUSE STUDENTS WITH LOW INCIDENCE DISABILITIES OFTEN LACK THE ABILITY TO VERBALIZE ABOUT THEIR FEELINGS, OTHER SUPPORTS SUCH AS PICTURES NEED TO BE USED.

THE FOLLOWING WORKSHEET IS DESIGNED FOR STUDENTS WITH A HIGHER LEVEL OF COGNITIVE FUNCTIONING. THE WORKSHEET IS DESIGNED TO START A CONVERSATION ABOUT ANGER STAGES AND THEN ASKS THE STUDENT TO WRITE A BRIEF NARRATIVE ABOUT RECOGNIZING AND CONTROLLING ANGER STAGES. RIGHT CLICK ON THE WORKSHEET TO PRINT ONE OUT FOR STUDENTS.

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CONTACT US AT -

POPS SPEDSTER AND COMPANY
1627 GOLDCREST AVE. NW
SALEM, OR 97304

PHONE - 503-949-6776