A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.
 

Socially #2: appears angry

Problem: The student frequently appears to be angry or in a bad mood. He/she may not choose to participate in fun activities. He/she may yell at others or seem generally irritated by his/her peers. He/she may have few positive peer social interactions.


I. GENERAL MEDICAL POSSIBILITIES

II. COGNITIVE/SELF REGULATORY POSSIBILITIES

III. BEHAVIORAL POSSIBILITIES

IV. SOCIAL- EMOTIONAL POSSIBILITIES


I. GENERAL MEDICAL POSSIBILITIES 

1.Chronic Pain:Some students may appear to be angry as a result of being in chronic pain.

2.Fatigue/Hunger/General Nutrition: Some students may appear to be angry as a result of fatigue or hunger. (See Tutorial on Fatigue)

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II. COGNITIVE/SELF-REGULATORY POSSIBILITIES

1.Inhibition Impairment: Some students may appear to be angry as a result of inhibition impairment (i.e., impulse-control problems). (See Tutorials on Self-Regulation; Impulsiveness/Disinhibition)

2.Inflexibility: Some students may be inconsistent in their behavior and performance as a result of difficulty with change; they may be rigid and inflexible; they may have particular difficulty with novel versus routine tasks. (See Tutorial on Flexibility)

3.Generally Weak Cognitive Functioning: Some students may appear to be angry as a result of excessive demands placed on their memory, organizational ability, academic skill, or other cognitive ability. (See Tutorials on Cognition; Memory; Organization)

4.Weak Orientation to Task: Some students may appear to be angry as a result of uncertainty regarding what is required of them. (See Tutorials on Language Comprehension; Organization)

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III. BEHAVIORAL POSSIBILITIES

1.Functional Behavior Assessment: Negative behaviors can serve a variety of possible purposes, including (1) to escape something (e.g., escape a person, place, activity, demand, sensory environment), (2) to gain access to or acquire something (e.g., gain access to a person, place, activity, thing, attention), (3) to gain control or power, (4) to gain peer attention, approval, or admiration, (5) other. Each of these possibilities can be explored experimentally in a way that is similar to the other experimental explorations outlined on this web site. In the case of negative behaviors, this exploration is called functional behavior assessment. 

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IV. SOCIAL-EMOTIONAL POSSIBILITIES

1. Depression: Some students may appear to be angry because they are upset, depressed, and/or lack positive relationships with peers and/or adults. Young children often manifest depression by acting out. (See  Tutorials on Depression; Peer Relationships)

2. Anxiety: Some students may appear to be angry as a result of anxiety. (See Tutorial on Anxiety)

3. Frustration: Some students may appear to be angry as a result of feeling frustrated. (See Tutorials on Self Regulation/Executive Function Routines after TBI; Teaching Positive Communication Alternatives to Negative Behavior)

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