Anger / Frustration Management Skills | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, based on his/her demonstrated behaviour.

Teaching Strategies

Instructional

• Direct instruction/social skills lessons on methods to appropriately deal with anger (could be full class, small group or individual lessons).

• Use roleplay to practice appropriate responses to anger, including a cool down period and labeling of feelings.

• Vocalize/model/self-talk your own steps for dealing with potential anger.

• Use literature and current events to discuss positive choices pertaining to anger management of others.

• Use modeling, and vocalize your pro-social choices.

• Use social stories.

More...

Environmental

• Use preferential seating, close to the teacher or peers who will model appropriately, and away from sources of conflict, when possible.
• Provide a cool-down/time-out location, and establish parameters for when the student can access this location.
• Speak privately to the student when possible.
• Provide anger reduction tools (doodle pad, stress ball, iPod).
• Post clear and descriptive classroom rules that focus on what students are expected to do to behave appropriately in class.

Assessment

• Give advance notice of tests and assignments (e.g. one week/month notice on a written calendar).
• Provide a range of assessment options to permit student choice.
• Allow the option of open book tests.
• Minimize distractions/consider an alternative testing location.
• Chunk tests and assignments into small tasks when necessary.
• Reduce the quantity of test/assignment items.
• Provide additional time.
• Allow periodic supervised breaks.

Characteristics notebook pencil

Acts of frustration and aggression either verbal (insults, threatening, name calling, yells, swears), non-verbal (running, inappropriate gestures) and/or physical (physical confrontations with others or objects: kicks, hits, throws, bites, etc; temper outbursts) and/or inward (self-harm, non-compliance, refusal to move/speak, etc.).

How to ignore distractions

Resources

ABC’s of Mental Health: Angry-Aggressive Child

Anger Management for Young Children

What anger is, why it needs to be managed, and how it should be managed. From The Hospital for Sick Children (SickKids).

Supporting Minds, Ontario Ministry of Education

For Purchase

Be Cool Video Series

Teaches “cool” way to handle anger at all division levels with video enactments