Are you looking for practical strategies to help kids manage perfectionism? If so, keep reading.
1. Get the student to take part in relaxing transitional learning activities designed to lessen the effects of stimulating learning activities (e.g., put head on desk, listen to the teacher read a story, put headphones on and listen to relaxing music, etc.).
2. Give the student a schedule of daily activities, so the student knows what is required for the day.
3. Give the student oral reminders or prompts when they perseverate.
5. Designate a peer to be an appropriate model for changing from one learning experience to another.
6. Praise the student for changing from one learning experience to another without difficulty: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).
7. Get the student to question any directions, explanations, or instructions they do not understand.
8. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.
9. Draft an agreement with the student stipulating what behavior is required (e.g., put learning materials away and get ready for another learning experience ) and which reinforcement will be implemented when the agreement has been met.
10. Praise those students in the classroom who shift from one learning experience to another without difficulty.
11. Praise the student for demonstrating acceptable behavior based on the duration of time the student can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.
12. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.
13. Converse with the student to explain (a) what they are doing wrong (e.g., failing to stop one learning experience and begin another) and (b) what he/ she should be doing (e.g., changing from one learning experience to another).
14. Minimize distracting stimuli (noise and motion) around the student (e.g., place the student on the front row, give a table or quiet space away from distractions, etc.). Use this as a way to reduce distractions, never as a punishment.