Disruptive Mood Dysregulation Disorder (DMDD) can make managing tasks and assignments challenging due to emotional regulation difficulties and irritability. When creating tasks and assignments for students with DMDD, it’s important to focus on strategies that promote emotional regulation, maintain structure, and reduce stress.

Here is an example of an assignment and task strategy. The assignment example is entitled “My Mood Journal,” and the task demonstrates how to break up academic assignments.

My Mood Journal

Objective: To help students recognize and reflect on their emotions, aiding self-regulation and understanding triggers for mood swings.

Materials:

• A notebook or journal
• Coloring pencils or markers (for creative expression)
• Access to a calm, quiet workspace

Instructions:

Daily Mood Reflection:

• Have the student reflect on their mood at different points during the day (morning, afternoon, and evening).
• Ask them to label their feelings using simple words (e.g., happy, frustrated, tired, etc.).
• If they struggle to verbalize their feelings, they can use emojis, colors, or simple drawings to represent emotions.

Mood Triggers:

• After each reflection, the student should write or draw what may have caused their mood to shift (e.g., an argument, a challenging task, or something positive).

Regulation Strategies:

• Encourage the student to note any strategies they used to regulate their mood (deep breathing, taking a break, talking to a friend, etc.). If they didn’t use a strategy, have them reflect on what might have helped in that situation.

End of Week Reflection:

• At the end of the week, the student will review their entries and look for patterns. They should identify common triggers and note any progress in emotional regulation.
• Ask the student to brainstorm additional coping strategies they could try in the future.

Task Example: Break-Up Academic Assignments

Objective: To make academic tasks more manageable and reduce overwhelming emotions.

Approach:

• Chunking Work: Break larger assignments into smaller, more manageable parts. For example, instead of assigning an entire essay at once, divide it into:
  • Brainstorming ideas
  • Creating an outline
  • Writing one paragraph at a time
  • Editing and revising

• Clear Expectations: Provide a clear timeline for each part of the task and offer visual aids or checklists to help the student track their progress.
• Scheduled Breaks: Build in frequent, timed breaks to allow the student to decompress, particularly if they feel frustrated or overwhelmed.
• Positive Reinforcement: Encourage and reward efforts rather than outcomes. Offering praise for completing each chunk of the assignment can boost motivation and decrease irritability.

Classroom Adjustments for Students with DMDD:

• Flexible Deadlines: Allow some flexibility with deadlines to accommodate mood fluctuations that may make it hard for the student to complete tasks on time.
• Clear and Concise Instructions: Give step-by-step instructions that are easy to follow. Avoid overwhelming the student with too much information at once.
• Calm Environment: Create a low-stimulation environment when giving assignments. Too much noise or visual stimuli can increase irritability.
• Emotion Cards: Provide emotion cards the student can use to signal when they’re feeling upset, allowing them to seek help without disrupting the class.
• Frequent Feedback: Give feedback regularly so the student knows they’re on the right track, which helps prevent frustration.