Academic and Behavioral Interventions

Are you looking for ways to teach students to raise their hand to ask a question? If so, keep reading.

1. Provide mobility to be regularly near the student when they display appropriate attention-seeking behaviors (e.g., hand-raising).

2. Make sure the student knows when it is acceptable to interrupt others (e.g., in an emergency).

3. Prior to beginning a learning experience, make sure the student knows the rules (e.g., wait quietly until the teacher can help, work quietly at your desk, etc.).

4. Get the student to raise their hand to question any directions, explanations, and instructions they do not understand.

5. Select a peer to model raising their hand when appropriate for the student.

6. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for raising their hand when appropriate at school.

7. Draft an agreement with the student stipulating what behavior is required (e.g., raising their hand for teacher assistance) and which reinforcement will be implemented when the agreement has been met.

8. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Request assistance when needed. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

9. Praise the student for raising their hand when appropriate based on the number of times the student can be successful. As the student shows success, slowly increase the number of times required for reinforcement.

10. Converse with the student to explain (a) what the student is doing wrong (e.g., talking out, engaging in a behavior without raising their hand to get permission, etc.) and (b) what the student should be doing (e.g., raising their hand for permission to speak, or move about the room, etc.).

11. Make sure that reinforcement is not provided for unacceptable behavior(e.g., paying attention to the student only when they blurt out answers without being called on).

12. Praise the student for raising their hand when appropriate: (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.).

13. Consider using a classroom management app. Click here to view a list of apps that we recommend.

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

16. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to help students who do not raise their hand to ask a question? If so, keep reading.

1. Assess the appropriateness of requiring the student to raise their hand. The student may not be capable or developmentally ready for hand-raising. Get the student to use other appropriate means of gaining attention.

2. Create rules for hand-raising (e.g., raise hand for permission to talk, do not leave seat, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

3. Let logical consequences happen when the student does not raise their hand when appropriate (e.g., students who raise their hands will have their needs met, those students who fail to raise their hands will not have their needs met until they raise their hands, etc.).

4. Give the student an oral reminder to raise their hand (e.g., at the beginning of the day, at the beginning of the learning experience, when the student forgets, etc.).

5. Select a peer to model appropriate hand-raising for new students, students who do not raise their hands, etc.

6. Display hand-raising rules in the classroom.

7. Praise those students in the classroom who raise their hands when appropriate.

8. Recognize the student immediately upon raising their hand (e.g., let the student know when you see their hand, call upon the student, go to the student, etc.).

9. Be sure to let the student know that you will be with them as soon as possible when it is appropriate to be detained (e.g., when working with another student, speaking with another teacher, instructing a small group, etc.).

10. Do not grant the student’s request until their hand is raised.

11. Provide consistent expectations within the capacity and ability level of the student.

12. Give the student alternative, appropriate attention-seeking methods (e.g., display “help” sign on desk).

13. Consider using a classroom management app. Click here to view a list of apps that we recommend.

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

16. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for genius tips for teaching students to take care of other people’s property? If so, keep reading.

1. Teach the student how to handle property belonging to others (e.g., keep property with them, always know where property is, secure property in locker, etc.).

2. Give the student an appropriate space to store/secure others’ property (e.g., desk, locker, closet, etc.). Make the student store all property when not in use.

3. Assess the clarity and quality of directions, explanations, and instructions given to the student for use in the care and handling of others’ property.

4. Give reminders (e.g., a list of property or learning materials) to help the student keep and care for school property.

5. Restrict the student’s freedom to school property if they are unable to remember to return such things.

6. Restrict the student’s chance to use others’ property if they are unable to care for their own personal property.

7. Do not permit peers to let the student use their property if the student is not able to care for it properly.

8. Teach the student safety rules in the care and handling of others’ property and learning materials (e.g., pencils; scissors; compass; science, industrial arts, and home economics learning materials; etc.).

9. Require that lost or damaged property be replaced by the student. If the student cannot replace the property, compensation can be made by working at school.

10. Remove others’ property from the student if they are unable to properly care for and handle the property.

11. Make sure the student is not inadvertently reinforced for losing or damaging property (e.g. replace lost property with used or damaged learning materials, copies of the learning materials, etc., rather than new learning materials).

12. Provide mobility throughout the classroom to supervise the student’s care and handling of others’ property.

13. Give sufficient transition time between learning activities for the student to organize themselves.

14. Teach the student rules for the care and handling of others’ property (e.g., always ask to use others’ property, treat the property with care, inform the teacher if the property becomes damaged, return the property in the same or better condition than when it was borrowed, etc.).

15. Minimize the number of learning materials for which the student is responsible. As the student shows appropriate responsibility for property, increase the number of learning materials for which the student is responsible.

16. Permit the student to use only the amount of property that they can care for and handle appropriately. As the student shows success, slowly increase the amount of property.

17. Consider using a classroom management app. Click here to view a list of apps that we recommend.

18. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

19. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for ways to teach students to take care of other people’s property? If so, keep reading.

1. Embody organization and appropriate use of work learning materials (e.g., putting learning materials away before getting out other learning materials, having a space for all learning materials, keeping an organized desk area, following the daily schedule, etc.).

2. Give sufficient time for the conclusion of learning activities. Inadequate time for the conclusion of learning activities may result in the student’s misuse of others’ property.

3. Create a routine (schedule) to be followed for organization and appropriate use of learning materials.

4. Make the student organize their work area at regular intervals.

5. Let logical consequences happen because of the student’s failure to properly care for and handle others’ property (e.g., property not maintained properly may be lost or not usable).

6. Teach the student that failure to care for others’ property will result in the loss of freedom to use others’ property.

7. Support the student in beginning each task to lessen impulsive behavior.

8. Give the student sufficient workspace (e.g., a large desk or table at which to work).

9. Provide the student a checklist of learning materials appropriate for each learning experience.

10. Limit the amount of learning materials needed.

11. Give the student an organizer to use inside the student’s desk for learning materials.

12. Give the student a checklist (e.g., routine/schedule of learning activities and learning materials needed).

13. Teach the student appropriate care and handling of others’ property (e.g., sharpening pencils, keeping books free of marks and tears, etc.).

14. Make sure that all personal property is tagged with the students’ names.

15. Teach the student that borrowing personal property from others does not lessen their responsibility for the property.

16. Teach the student how to conserve rather than waste learning materials (e.g., amount of glue, paper, tape, etc., to use; putting lids, caps, and tops on such learning materials as markers, pens, bottles, jars, cans, etc.).

17. Teach the student appropriate ways to deal with anger and frustration rather than destroying property belonging to others (e.g., pencils, pens, workbooks, notebooks, textbooks, etc.).

18. Consider using a classroom management app. Click here to view a list of apps that we recommend.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

21. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to teach students to take care of other people’s property? If so, keep reading.

1. Praise the student for demonstrating appropriate care and handling of others’ property: (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.).

2. Converse with the student to explain (a) what they are doing wrong (e.g., losing property, destroying property, etc.) and (b) what they must be doing (e.g., putting property away, returning property, etc.).

3. 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.

4. Draft an agreement with the student stipulating what behavior is required (e.g., putting property away, returning property, etc.) and which reinforcement will be implemented when the agreement has been met.

5. Praise the student for demonstrating appropriate care and handling of others’ property 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.

6. Praise those students in the classroom who demonstrate appropriate care and handling of others’ property.

7. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for demonstrating appropriate care and handling of others’ property at school.

8. Select a peer to model appropriate care and handling of others’ property for the student.

9. Get the student to question any directions, explanations, or instructions they do not understand.

10. Give time at the beginning of each day to help the student organize the learning materials they will use throughout the day.

11. Give time at several points throughout the day to help the student organize learning materials they will use throughout the day (e.g., before school, break time, lunch, end of the day, etc.).

12. Give the student structure for all academic learning activities (e.g., specific instructions, routine (schedule) format for tasks, time units, etc.).

13. Give storage space for learning materials the student is not using.

14. Minimize distracting stimuli(e.g., place the student on the front row, give a table or quiet space away from distractions, etc.). Overstimulation may cause the student to misuse others’ property.

15. Talk regularly with the student to encourage organizational skills and appropriate use of learning materials.

16. Designate the student organizational duties in the classroom (e.g., equipment, software, learning materials, etc.).

17. Restrict the student’s access to learning materials (e.g., give only appropriate learning materials to the student).

18. Consider using a classroom management app. Click here to view a list of apps that we recommend.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

21. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for tips to teach students to use learning materials appropriately? If so, keep reading.

1. Teach the student that lending their school-related learning materials to other students does not lessen their responsibility for the learning materials.

2. Teach the student to conserve rather than waste school-related learning materials (e.g., amount of glue, paper, tape, etc., to use; putting lids, caps, and tops on such learning materials as markers, pens, bottles, jars, cans, etc.).

3. Teach the student appropriate ways to deal with anger and frustration rather than destroying school-related learning materials.

4. Teach the student to handle school-related learning materials (e.g., keep learning materials with him/her, know where learning materials are at all times, secure learning materials in lockers, etc.).

5. Give the student an appropriate space to store/secure school-related learning materials (e.g., desk, locker, closet, etc.). Make the student store all learning materials not in use.

6. Show the student that failure to care for school-related learning materials will result in the loss of their use.

7. Give reminders (e.g., a list of school-related learning materials) to help the student keep and care for school-related learning materials.

8. Restrict the student’s freedom to school-related learning materials from school if they are unable to return such things.

9. Teach the student appropriate use of school-related learning materials (e.g., scissors; pencils; compass; rulers; science, industrial arts, and home economics learning materials; etc.).

10. Give the student oral reminders of school-related learning materials needed for each learning experience.

11. Make sure that failure to have appropriate school-related learning materials results in the loss of the chance to take part in learning activities or a failing grade for that day’s learning experience.

12. Minimize the number of school-related learning materials for which the student is responsible. As the student shows appropriate care of learning materials, increase the number of learning materials for which the student is responsible.

13. Teach the student safety rules in the handling of school-related learning materials (e.g., pencils; scissors; compass; science, industrial arts, and home economics learning materials; etc.).

14. Require that lost or damaged school-related learning materials be replaced by the student. If the student cannot replace the property, compensation can be made by working at school.

15. Make sure the student is not inadvertently reinforced for losing or damaging school-related learning materials (e.g., replace lost learning materials with used or damaged learning materials, copies of the learning materials, etc., rather than new learning materials).

16. Restrict the student’s chance to use school-related learning materials if they are unable to care for their own personal property.

17. Consider using a classroom management app. Click here to view a list of apps that we recommend.

18. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

19. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management

Are you looking for ways to teach students to use learning materials appropriately ? If so, keep reading.

1. Restrict the student’s use of school-related learning materials (e.g., give only appropriate school-related learning materials to the student).

2. Embody organization and appropriate use of school-related learning materials (e.g., putting learning materials away before getting out other learning materials, having a space for all learning materials, keeping an organized desk area, following the daily schedule, etc.).

3. Give sufficient transition time between learning activities for the student to organize themselves.

4. Create a routine (schedule) to be followed for organization and appropriate use of school-related learning materials.

5. Give sufficient time for the conclusion of learning activities.

6. Make the student organize their work area at regular intervals. It is recommended that this be done at least three times per day or more often if appropriate.

7. Observe the student while they are performing schoolwork to monitor quality.

8. Let logical consequences happen because of the student’s failure to organize or use school-related learning materials properly (e.g., learning materials not maintained properly may be lost or not usable).

9. Assess the clarity and quality of directions, explanations, and instructions given to the student.

10. Support the student in beginning each task to lessen impulsive behavior.

11. Give the student structure for all academic learning activities (e.g., specific instructions; routine (schedule) format for tasks, time units, etc.).

12. Provide the student a checklist of school-related learning materials appropriate for each learning experience.

13. Limit the amount of school-related learning materials needed.

14. Give the student an organizer to be used inside the student’s desk for school-related learning materials.

15. Give the student a checklist (e.g., routine/schedule of learning activities and steps to follow).

16. Teach the student appropriate care of school-related learning materials (e.g., sharpening pencils, keeping books free of marks and tears, etc.).

17. Make sure that all the student’s school-related learning materials are tagged with their name.

18. Consider using a classroom management app. Click here to view a list of apps that we recommend.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

21. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to teach students to use learning materials appropriately? If so, keep reading.

1. Praise the student for demonstrating appropriate use of school-related learning materials: (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.).

2. Converse with the student to explain (a) what they are doing wrong (e.g., failing to use school-related learning materials appropriately) and (b) what they must be doing (e.g., using learning materials as directed).

3. 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.

4. Give time at the beginning of each day to help the student organize their school-related learning materials.

5. Praise the student for using school-related learning materials properly 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.

6. Draft an agreement with the student stipulating what behavior is required (e.g., appropriate use of school-related learning materials) and which reinforcement will be implemented when the agreement has been met.

7. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for using school-related learning materials properly at school.

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. Select a peer to model appropriate use of school-related learning materials for the student.

10. Get the student to question any directions, explanations, instructions they do not understand.

11. Praise those students in the classroom who use school-related learning materials appropriately.

12. Give time at several points throughout the day to help the student organize their school-related learning materials (e.g., before school, break time, lunch, end of the day, etc.).

13. Give the student sufficient workspace (e.g., a bigger desk or table at which to work).

14. Give storage space for school-related learning materials the student is not using.

15. Minimize distracting stimuli(e.g., place the student on the front row, give a table or quiet ·space away from distractions, etc.). This should be used as a way to lessen distractions, not as a punishment.

16. Talk regularly with the student to encourage organizational skills and appropriate use of school-related learning materials.

17. Designate the student organizational duties in the classroom (e.g., equipment, software, learning materials, etc.).

18. Consider using a classroom management app. Click here to view a list of apps that we recommend.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

21. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for strategies to help students who do not wait for the teacher to arrive? If so, keep reading.

1. Select a peer to model appropriate behavior for the student when a supervisor is detained (e.g., remain seat or designated area, remain quiet, work on a designated task, etc.).

2. Get the student to question any directions, explanations, or instructions not grasped.

3. Select a peer to supervise the student when an instructor is detained.

4. Give a list of possible learning activities for the students to take part in when an instructor is detained (e.g., write a letter to a friend, work on designated tasks, organize work area, look at a magazine, etc.).

5. Along with instructions, give an incentive statement (e.g., “If you wait quietly, you can have five minutes of free time.”).

6. Make sure the student knows when it is acceptable to get others’ attention (e.g., in an emergency).

7. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for waiting properly for a supervisor.

8. Draft an agreement with the student stipulating what behavior is required (e.g., remain seated or in designated area, remain quiet, and work on designated task) and which reinforcement will be implemented when the agreement has been met.

9. Provide instructions in a compassionate rather than a menacing manner (e.g., “Please wait quietly.” rather than “You had better wait quietly or else!”).

10. Praise the student for waiting properly for a supervisor to arrive 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.

11. Praise those students in the classroom who remain in their seats or designated area, remain quiet, and work on designated tasks.

12. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

13. Converse with the student to explain (a) what the student is doing wrong (e.g., leaving seat, talking, making noises, etc.) and (b) what the student should be doing (e.g., sitting in seat or designated area, remaining quiet, etc.).

14. Praise the student for waiting properly for a supervisor to arrive: (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.).

15. Consider using a classroom management app. Click here to view a list of apps that we recommend.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Are you looking for ways to teach students to follow classroom rules? If so, keep reading.

1. Provide consistent rules, routine (schedule), and general expectations of conduct and procedure.

2. Take the student away from the learning experience until they can demonstrate acceptable behavior and self-control.

3. Help the student find specific rules they have difficulty following and make these areas goals for behavior improvement.

4. Separate the student from the peer(s) who stimulates their unacceptable behavior.

5. Make sure that rules and behavior expectations are consistent throughout the school and classrooms.

6. Along with instructions, give an incentive statement (e.g., “On occasions where you finish your math, you may go outside to play.” or “You may have free time after you finish your work.”).

7. Intervene early and often when there is a problem to prevent more severe problems from happening.

8. Prior to beginning a new learning experience, make sure the student knows the classroom rules.

9. Teach the student to think before acting (e.g., ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

10. Assess the appropriateness of the designated 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.

11. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for following the rules of the classroom.

12. Give the student a list of rules and/or behavior expectations.

13. Praise the student for following the rules of the classroom: (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.).

14. Praise the student for following the rules of the classroom 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.

15. 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.

16. Talk with the student to explain(a) what the student is doing wrong (e.g., failing to follow classroom rules) and (b) what the student should be doing (e.g., following the rules of the classroom).

17. Draft an agreement with the student stipulating what behavior is required (e.g., following classroom rules) and which reinforcement will be implemented when the agreement has been met.

18. Praise those students who follow the rules of the classroom.

19. Consider using a classroom management app. Click here to view a list of apps that we recommend.

20. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

22. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

23. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.