Academic and Behavioral Interventions

Are you looking for ways to motivate students not to use profanity? If so, keep reading.

1. Give learning experiences that emphasize cause and effect links between behavior (e.g., use of obscene/profane language to express one’s thoughts and feelings) and consequences (e.g., loss of others’ respect, lost communication because the obscene/profane language overshadowed the message, etc.).

2. Organize the student’s surroundings to encourage chances for self-expression without obscene/ profane language (e.g., seating the student in front of the classroom for careful monitoring and to prevent task- and communication-related frustration, etc.).

3. Teach the student ways of working through problems to decrease frustration and stress-related behavior. These include (a) problem identification, (b) goal/objective development, (c) strategy development, (d) plan development, (e) plan implementation, and (f) evaluation of plan effectiveness.

4. Stop peers from provoking the student into reactive, oral responses.

5. Show an interest in the student (e.g., acknowledge the student, ask for the student s opinion, work one-on-one with the student).

6. Assist the student’s focus upon positive attempts to connect thoughts and feelings without the use of obscene/profane language. They need to be able to recognize successes and errors for improvement in self-expression.

7. Help the student find their own unique set of antecedents to the use of obscene/profane language. For every antecedent identified, help the student create positive, alternative actions they may move toward problem-solving.

8. Give the student chances for creative self-expression (e.g., sculpting, gymnastics, writing, drawing, dancing, acting, etc.). Learning activities need to be viewed as an avenue of self-expression rather than a way to reinforce, reward, or earn grades.

9. Present and keep positive, consistent class management that incorporates a chance to think through consequences before decisions are made.

10. Give students and parents information about stress. Include positive alternatives to lessen and/or manage stress.

11. Advocate for supports and services to rule out or give for organic or physical concerns such as Tourette’s Disorder according to individual need.

12. The student who is experiencing emotional or behavioral disturbances may respond to stressful situations with abusive or profane language. Advocate for support and service.

13. Watch the student for changes in behavior. A student who does not typically use obscene/ profane language but has begun to do so may be experiencing other concerns (e.g., personal crisis, substance abuse, etc.).

14. On occasions where teaching the student to express thoughts and feelings without using obscene/ profane language, give functional lessons (e.g., interviewing for a job, trying an introduction to a new person, etc.) so the student can designate pragmatic value to this skill.

15. Address and correct the use of obscene/profane language by talking one-on-one with the student instead of confronting the student in large groups. Do this to minimize embarrassment and decrease the chances a student may have for vicarious reinforcement (e.g., approving statements and actions of peers for using obscene/profane language, etc.).

16. Urge the student to view himself/herself positively. Make sure the student knows the use of obscene/profane language represents a poor choice, but they are an “excellent” person. This may help lessen potential crises in which use of obscene/profane language is an antecedent to other undesirable behaviors (e.g., attempts to hurt themselves or others, etc.).

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.

21. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

22. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

23. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for genius tricks for encouraging students not to use profanity? If so, keep reading.

1. Alter or adjust situations that contribute to the student’s use of obscene or profane language (e.g., if a task causes the student to become upset, modify the task to a level at that the student can be successful).

2. Make sure the student has frequent, positive chances to define self-expression without using obscene/profane language.

3. Praise the student for behaving responsibly and not using obscene/profane language for self-expression by: (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.).

4. Define what has been done correctly and what the student needs to do to improve upon their capacity and ability to connect without obscene/ profane language.

5. Make sure to positively reinforce those who are expressing thoughts and feelings without resorting to obscene/profane language.

6. Provide your response and consequences to the use of obscene/profane language in a low crucial manner because the student may be using this kind of language to elicit shock/surprise responses from those sharing their surroundings.

7. Teach the student to recognize when they feel the need to use obscene/profane language and ways to deal with it (e.g., counting to 10, moving to various places in the classroom, reading, etc.). Provide the student with structured practice at using coping skills that could be adapted to life beyond the classroom.

8. Draft an agreement specifying expected behavior (e.g., taking the time to express thoughts/feelings without the use of obscene/profane language) and which reinforcement will be implemented when the agreement has been met.

9. Connect with the student’s parents to disseminate information about the student’s progress. The parents may reinforce students at home for using positive communication techniques at school.

10. Observe the student who does not consider the consequences of using obscene/profane language.

11. Give the student models of the behavioral choices you expect of them during times of frustration or stress to avoid the use of obscene/profane language.

12. Talk regularly with the student to monitor the language used.

13. Urge the student to express thoughts and feelings carefully and thoughtfully. Praise the student for self-expression without using obscene/profane language.

14. Teach the student self-reinforcement techniques for positive self-expression (e.g., going to a movie or out to eat after a week of communicating without obscene/profane language, etc.).

15. Stop task-related stress so student frustration and temptation to use obscene/profane language is decreased by (a) providing clear task expectations and assuring these are grasped by the student before they receive task learning materials and before they are required to begin the task, (b) providing the student ample time for task conclusion, ( c) providing the student frequent chances for communication to reinforce their positive self-expression throughout the day, and ( d) making sure tasks are appropriate for the student’s age, capacity, and ability.

16. Provide consequences in a nonmenacing, calm manner.

17. Make sure the student knows the following: • You are confident that they can connect thoughts/feelings without using obscene/profane language. • The student will have many more chances to earn positive reinforcement by communicating thoughts/feelings without using obscene/profane language.

18. Select a peer to model expressing thoughts and feelings without resorting to obscene/profane language for the student.

19. Be a consistent, positive authority figure.

20. Continuously act upon the student’s antecedent behaviors (e.g., increased restlessness, marked changes in moods, etc.) to teach positive forms of self-expression. They can then have the chance to find and describe thoughts, feelings, and/or problems before the situation escalates.

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

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

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

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

25. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

26. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

27. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for ways to teach students not to use profanity? If so, keep reading.

1. Make sure you deal in a socially acceptable way with situations that may be upsetting.

2. Teach the student to verbalize feelings before losing control (e.g., “The work is too hard.” “Please leave me alone; you ‘re making me angry.”).

3. Observe the behavior of others to make sure they are not teasing or otherwise stimulating the student to become upset or angry.

4. Teach the student ways to deal with conflict situations (e.g., talking, reasoning, asking an adult to intervene, walking away, etc.).

5. Watch for the warning signs (e.g., arguing, loud voices, etc.) that the student is getting upset or angry and intervene to change the learning experience.

6. Make sure you approach the student with words and phrases that offer support rather than stimulating antagonism, anger, etc.

7. Repeat rules and expectations before learning activities happen that might result in the student becoming upset or angry.

8. Make sure to intervene early when the student does curse before cursing becomes an established part of their speech.

9. Make sure the student knows the consequences of cursing that will be delivered in your class (e.g., loss of privileges, loss of chance to associate with those with whom he curses, loss of freedom to be left alone with friends, etc.).

10. Make sure the student knows that other teachers will not stand for cursing, the student should expect to be embarrassed, and may be prevented from interacting with others.

11. Minimize the emphasis on competition. Highly competitive learning activities may cause the student to become upset, angry, frustrated, etc.

12. Do not inadvertently reinforce the student’s cursing by laughing, smiling, ignoring, etc.

13. Stop the student from becoming frustrated to the extent that cursing results. Intervene to help the student in those situations that may result in frustration and cursing.

14. If highly competitive learning activities contribute to the student’s cursing, either lessen the student’s involvement in those learning activities or make sure the student knows that cursing will result in the loss of chances to take part in those learning activities.

15. Show the student successful persons who actively take part in an assortment of learning activities without cursing.

16. Make sure the student is taught those words that are socially appropriate to use in place of cursing (e.g., “dang,” “shoot,” “darn,” “heck,” etc.).

17. Using profanity is not a behavior that should be ignored. By ignoring the student’s cursing, you send the message that it is acceptable.

18. Talk with the student about ways to deal with unpleasant experiences that would typically cause them to use obscene language (e.g., talk to the teacher, go to a quiet area in the room, visit a counselor, etc.).

19. Embody using appropriate language at all times (e.g., use appropriate language to express disappointment, unhappiness, surprise, etc.).

20. Address the student calmly and deliberately rather than in a manner that would show evidence of shock and surprise.

Are you looking for strategies to help students who use profanity? If so, keep reading.

1. Instantly remove the student from interacting with others when cursing.

2. Make sure that you do not curse. If you curse, the student will learn to do the same.

3. Create a rule (e.g., no cursing). This rule should be consistent and followed by everyone in the school environment. Talk about the rule often.

4. Reward other students in the classroom for not cursing.

5. On occasions where the student curses, explain what they are doing wrong, what should be done, and why. For example: You hear the student cursing at another student. Go to the student and say, “William, you are cursing at Kim. You need to use appropriate language when you are angry at someone, or you will offend him/her.”

6. Let logical consequences happen as a result of the student’s cursing (e.g., not being able to take part in special learning activities, being removed from interacting with others, being avoided by others who do not curse, etc.).

7. Make sure that the student sees the relationship between their behavior and the consequences that follow (e.g., being removed from learning activities ).

8. Converse with the student in the manner in which you want them to talk to you. Always treat the student with the utmost respect and do not curse at him/her.

9. Teach the student acceptable ways to express anger, frustration, anxiety, etc.

10. Be firm, fair, and consistent when the student curses. Decide on an appropriate consequence for cursing (e.g., sitting in a specific chair for five minutes) and use it every time the student curses.

11. Separate the student from those individuals who urge or encourage them to curse.

12. Make sure that others with whom the student associates do not use unacceptable language.

13. Separate the student from the peer(s) who encourages unacceptable language.

14. Notify other teachers, school staff members, etc., of the student’s use of unacceptable language to make sure they follow through with discipline.

15. Inform the student of the consequences of swearing before participating in learning activities.

16. Separate the student from other peers who curse.

17. Refrain from those situations that are likely to encourage the student’s swearing (e.g., highly competitive learning activities, extreme disappointment, quarreling with other students, etc.).

18. Teach the student to recognize when they are becoming upset or angry and ways, other than cursing, to express feelings.

19. Do not let the student take part in a situation unless they can demonstrate self-control.

20. Give the student a space to go when they get upset or angry (e.g., a quiet chair, a room, a corner, etc.).

Are you looking for strategies to teach students appropriate mealtime manners? If so, keep reading.

1. Praise the student for demonstrating appropriate mealtime behaviors: (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 he/she is doing wrong (e.g., eating with their fingers) and (b) what they must be doing (e.g., using a fork or other utensil).

3. Praise those students who demonstrate appropriate mealtime behaviors.

4. Praise the student for demonstrating appropriate mealtime behaviors 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.

5. Draft an agreement with the student stipulating what behavior is required (e.g., having appropriate mealtime behaviors or disposing of his/her food in the trash can) and which reinforcement will be implemented when the agreement has been met.

6. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for demonstrating appropriate mealtime behaviors at school.

7. 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.

8. Select a peer to model appropriate mealtime behaviors for the student.

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

10. Give the student a list of clearly defined mealtime behavioral expectations (e.g., rules for the cafeteria serving line, sitting at tables, remaining seated, use of utensils, disposing of trash, etc.).

11. Praise other students for demonstrating appropriate mealtime behaviors.

12. Assess the appropriateness of the student eating with a group of peers. If appropriate, have the student eat with one peer and slowly increase the size of the group as the student experiences success.

13. Train the student in the appropriate use of eating utensils in both simulation and actual eating situations.

14. Train the student in appropriate mealtime conversation (e.g., topics to discuss, asking conversational questions, speaking quietly, etc.).

13 Ways to Teach Learners Appropriate Mealtime Manners

Are you looking for ways to teach students appropriate mealtime manners? If so, keep reading.

1. Train the student in appropriate mealtime etiquette (e.g., speaking with an empty mouth, eating with mouth closed, chewing quietly, etc.).

2. Train the student in selecting an appropriate amount of food, eating an appropriate amount of food, taking properly sized bites, etc.

3. Train the student in appropriate cleanup learning activities upon the conclusion of eating (e.g., disposing of trash, putting trays and tableware in appropriate places, washing hands, etc.).

4. Train the student in the appropriate use of napkins (e.g., keep on lap, wipe mouth, clean up spills, etc.).

5. Train the student in appropriate line behavior (e.g., waiting quietly, refraining from physical contact, moving with the line, etc.).

6. Make sure the student sits properly while eating (e.g., sits near the table, sits upright, leans forward, etc.).

7. Train the student in appropriate behavior when finishing a meal early (e.g., making conversation, remaining in their seat, excusing themselves, etc.).

8. Train the student in appropriate ways to get seconds or additional food (e.g., asking for seconds, going through the cafeteria line a second time, purchasing seconds, etc.).

9. Take the student away from eating with their peers if they cannot demonstrate appropriate mealtime behaviors.

10. Teach the student appropriate ways to drink liquids (e.g., opening milk cartons and juice containers, using a straw, pouring into a glass, drinking from a glass, etc.).

11. Teach the student appropriate ways to respond to food they do not want (e.g., sample everything at least once, leave the food on the plate, offer extra portions to others, etc.).

12. Train the student in appropriate ways to clean up spills (e.g., ask for assistance, use paper towels and napkins, etc.).

13. Train the student inappropriate ways to clean clothing when accidents happen during mealtime (e.g., immediately go to the restroom, use paper towels and napkins, etc.).

Are you looking for ways to help students who have trouble transitioning to the next learning experience? If so, keep reading.

1. Show instructions/instructions prior to handing out appropriate learning materials.

2. Gather the student’s learning materials (e.g., pencil, paper, textbook, workbook, etc.) when it is time to change from one learning experience to another.

3. Give the student clearly stated expectations for all situations.

4. Stop the student from becoming so stimulated by an event or learning experience that the student cannot control their behavior.

5. Create rules that are to be followed in several portions of the school building (e.g., lunchroom, music room, art room, gymnasium, library, etc.).

6. Find the expectations of various environments and help the student create the skills to be successful in those environments.

7. In collaboration with other school staff members, create as much consistency as possible in the school environment (e.g., rules, criteria for success, behavioral expectations, consequences, etc.).

8. Minimize the student’s involvement in learning activities that prove too stimulating for him/her.

9. Get the student to take part in 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.).

10. Give the student more than enough time to adapt or modify their behavior to various situations (e.g., have the student stop free-time learning activities five minutes prior to returning to class).

11. Plan learning activities so the student has more than enough time to finish the learning experience if they work continuously.

12. Connect clearly to the student when it is time to begin a learning experience.

13. Connect clearly to the student when it is time to stop a learning experience.

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

15. Consider using Alexa to help you with classroom management. 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 have difficulty transitioning to the next learning experience? If so, keep reading.

1. Stop the student from becoming overstimulated by a learning experience. Observe student behavior to limit overexcitement in physical learning activities, games, parties, etc.

2. Create definite time limits and give the student this information before the learning experience begins.

3. Notify the student that work not finished in one sitting can be finished later. Give the student ample time to finish earlier tasks to guarantee closure.

4. Give the student more than enough time to finish a learning experience. As the student shows success, decrease the amount of time given to finish a learning experience.

5. Organize time limits so the student knows the amount of time there is to work and when they must be finished.

6. Allow a transition period between learning activities so the student can make adjustments in their behavior.

7. Use a signal method (e.g., turning the lights off and on) to warn that the end of a learning experience is near.

8. Get the student to time learning activities to monitor personal behavior and accept time limits.

9. Give the student shorter learning activities. As the student shows success, slowly increase the length of the learning activities.

10. Provide a consistent daily routine (schedule).

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

12. Let the student finish a learning experience unless it is troublesome to the schedule.

13. Give the student a list of learning materials needed for each learning experience (e.g., pencil, paper, textbook, workbook, etc.).

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

15. Consider using Alexa to help you with classroom management. 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 ways to support students who show phobic reactions? If so, keep reading.

1. Be sure the student makes appropriate use of the time given for learning activities.

2. If appropriate, give additional time for the student to change clothing for physical education. As the student shows success, slowly lessen the additional time given.

3. Make sure the student has the appropriate clothing for physical education.

4. Stop peers from making the student feel awkward when they take part in learning activities (i.e., prevent other students from making fun, teasing, etc.).

5. On occasions where requiring the student to take part in a learning experience in which they are awkward, pair the student with a peer/friend to lessen their discomfort.

6. Assess the necessity of requiring the student to take part in learning activities in which he/she is awkward.

7. Give the student alternatives to learning activities that make them awkward (e.g., let the student write a poem instead of reciting a poem in front of a group).

8. Make sure the student has sufficient time to perform learning activities.

9. Let the student be an observer of learning activities without requiring them to be an active participant.

10. Let the student perform functions or learning activities that require little participation (e.g., scorekeeper, notetaker, etc.).

11. Ask the student to find under what circumstances they would be willing to take part in learning activities (i.e., the student may be able to suggest acceptable conditions under which they would be comfortable participating in learning activities ).

12. Give a schedule whereby the student slowly increases the duration of time spent at school each day, in the classroom, in a particular class or learning experience, etc.

13. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

14. If the student is extremely awkward at school, let a parent, relative, or friend remain with the student all day if appropriate. As the student becomes more comfortable, slowly lessen the duration of time the person remains with the student.

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

16. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

17. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

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

Are you looking for strategies to help students who show phobic reactions? If so, keep reading.

1. Praise the student for taking part in learning activities : (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., avoiding learning activities ) and (b) what they must be doing (e.g., taking part in learning activities ).

3. Assess the appropriateness of the expectations for taking part in learning activities based on the student’s capacity and ability to perform the task.

4. Praise the student for taking part in learning activities based on the duration of time they can do so comfortably. As the student shows success, slowly increase the number of times required for reinforcement.

5. Draft an agreement with the student stipulating what behavior is required (e.g., changing clothing for physical education) and which reinforcement will be implemented when the agreement has been met.

6. 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 taking part in learning activities at school.

7. Select a peer to model taking part in learning activities for the student.

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

9. Praise those students in the classroom who take part in learning activities.

10. If appropriate, give the student a private space in which to change clothing for physical education.

11. Maintain a pleasant/calm atmosphere.

12. To the extent appropriate, praise the student for changing their clothing for physical education.

13. Get the student to take part in learning activities that require minimal participation. As the student becomes more comfortable, slowly increase the student’s participation.

14. Make sure that the physical education clothing the student is required to wear is appropriate.

15. If the student is reluctant to change clothing for physical education in the presence of others, let the student change clothing in private. As the student becomes more comfortable, slowly increase the number of peers in whose presence they change clothing.

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

17. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

18. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

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

Are you looking for strategies to teach students not to destroy other people’s property? If so, keep reading.

1. Give time at the beginning of each day to help the student organize the learning materials that will be used throughout the day.

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

3. Give storage space for learning materials the student is not using at any particular time.

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

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

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

7. Restrict the student’s access to learning materials (e.g., give the student only those learning materials appropriate at any given time).

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

9. 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.

10. 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).

11. Assess the clarity and quality of directions, explanations, and instructions given to the student about the care and handling of others’ property.

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

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

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

15. Limit the learning materials needed.

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

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

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.