Academic and Behavioral Interventions

Are you looking for hacks to help students who suffer from anxiety? If so, keep reading.

1. Minimize the emphasis on competition. Repeated failure and frustration may cause the student to take part in nervous habits.

2. Urge the student to practice self-control learning activities designed to let them gain composure before continuing a learning experience (e.g., placing hands on desk, sitting with feet on the floor, making eye contact with the instructor, etc.).

3. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the student’s reach.

4. Draft an agreement with the student stipulating what behavior is required (e.g., not engaging in nervous habits) and which reinforcement will be implemented when the agreement has been met.

5. 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.

6. Teach the student to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when they are engaging in nervous habits.

7. Organize their surroundings so the student does not have time to take part in nervous habits.

8. Minimize stimuli that may cause the student to take part in nervous habits (e.g., noise, movement, etc.).

9. Make the appropriate adjustments in their surroundings to prevent the student from experiencing stress, frustration, nervousness, etc.

10. Find the situations in which the student is likely to take part in nervous habits. After you have identified these situations, think of ways to minimize their occurrences.

11. Teach the student to pay attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other nervous habits.

12. Talk regularly with the student to lessen nervous behavior.

13. Select a peer tutor to work directly with the student to prevent stress, frustration, anxiety, etc.

14. Minimize situations that may contribute to nervous behavior (e.g., testing situations, timed learning activities, competition, etc.).

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

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

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 ways to support students who suffer from anxiety? If so, keep reading.

1. Praise those students in the classroom who demonstrate appropriate behavior.

2. Stop situations in which peers contribute to the student’s nervous behaviors.

3. Assess the degree of task difficulty to ascertain whether the student will require additional information, time, assistance, etc., to avoid becoming frustrated and engaging in nervous habits.

4. Talk with the student to explain(a) what they are doing wrong (e.g., chewing on pencil, nail-biting, twirling objects, etc.) and (b) what they must be doing (e.g., practicing self-control, working on the task, performing duties, etc.).

5. Teach the student ways to gain self-control (e.g., count to 10, walk away, talk with someone, etc.).

6. Take the student away from the learning experience when they engage in nervous habits.

7. Give the student a high interest learning experience they prefer.

8. Talk regularly with the student to keep their involvement in class tasks.

9. Urge the student to take part in quiet, calming learning activities (e.g., listen to music, read, etc.) when feeling restless and engaging in nervous behaviors.

10. Urge the student to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to keep self-control.

11. Give the student many chances for social and academic success.

12. Show the student the need to create self-monitoring skills to decrease nervous habits.

13. Urge the student to lessen nervous behaviors such as nail-biting, knuckle-cracking, or chewing their lip/cheek by replacing them with a competing behavior (e.g., clench their fists together to avoid cracking their knuckles, suck on hard candy instead of chewing their lip/cheek, etc.).

14. Move out of their surroundings any object that may be used by the student to take part in nervous habits (e.g., pencils, pens, rubber bands, paper clips, etc.).

15. Give the student a predetermined signal when they engage in nervous habits.

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.

Are you looking for strategies to help students who suffer from anxiety? If so, keep reading.

1. 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 not engaging in nervous habits at school.

2. Maintain a calm/pleasant atmosphere.

3. Let the student squeeze a tennis ball or rolled up towel to decrease engaging in nervous habits.

4. Let the student take a break to regroup when they are becoming nervous.

5. Refrain from a discussion of topics that are sensitive to the student (e.g., divorce, death, unemployment, alcoholism, etc.).

6. Provide a full schedule of learning activities. Keeping the student occupied should prevent the student from engaging in nervous habits.

7. Allow the student some physical learning experience while performing tasks.

8. Give the student an alternate learning experience designed to result in productive behavior (e.g., drawing, cutting, using a calculator, working with a peer, etc.).

9. Urge the student to create an understanding of themselves and those around him/her. Urge the student to periodically step back and ask themselves, “Am I fidgeting and being overactive?”

10. Teach behaviors that promote self-control. Let the student gain their composure before continuing a learning experience (e.g., placing hands on desk, sitting with feet on the floor, making eye contact with the person who is talking, etc.).

11. Praise the student for demonstrating appropriate behavior: (a) give the student a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

12. Praise the student for demonstrating appropriate academic/social behavior based on the duration of time they can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

13. Let the student keep a tiny object in their pocket that is appropriate to handle at all times and would not disturb others (e.g., foam, rubber, or fabric ball; buckeye; worry stone; etc.).

14. Get the student to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their nervous habits (e.g., perceived as unmannerly, avoided, etc.).

15. Attempt several groupings in the classroom to ascertain the situation in which the student is most comfortable.

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.

Are you looking for ways to support students who talk incoherently? If so, keep reading.

1. If the student is speaking too rapidly, remind them to slow down. Be sure to give them full attention so they will not feel a need to hurry or compete with others for attention.

2. Draft an agreement with the student stipulating what behavior is required (e.g., using finished statements or thoughts when speaking) and which reinforcement will be implemented when the agreement has been met.

3. Get the student to role-play several situations in which speaking well is essential (e.g., during a job interview).

4. Create a list of the attributes that are likely to help a person become an excellent speaker (e.g., takes their time, thinks of what to say before starting, etc.).

5. Develop simple oral reading passages in written form in which phrases are separated by large spaces (indicating “pause”). Get the student to practice reading the passages aloud.

6. Teach the student appropriate ways to express displeasure, anger, frustration, etc.

7. Get the student to keep a list of times and/or situations when they are nervous, anxious, etc., and have more trouble with speech than usual. Help the student find ways to feel more successful in those situations.

8. On occasions where the student fails to use complete thoughts (e.g., says, “ball,” and points) elaborate on what they said, (e.g., “So you want to play with the ball?”). This gives a model for more finished statements and thoughts.

9. Get the student to read simple passages and record them. Get them to listen and underline words or phrases that were omitted, added, substituted, or rearranged.

10. Praise the student for using finished statements or thoughts when speaking: (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.).

11. Record a spontaneous monologue given by the student. Transcribe the student’s speech from the recording and have the student listen to what they said. Get the student to correct errors and practice speaking in more finished statements or thoughts.

12. Create a list of the most common unfinished statements or thoughts the student uses. Spend time with the student practicing how to make these statements or thoughts complete.

13. Minimize the emphasis on competition. Competitive learning activities may increase the student’s anxiety and lessen the student’s capacity and ability to finish statements or thoughts.

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

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

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

17. 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 talk incoherently? If so, keep reading.

1. Let the student speak without being interrupted or hurried.

2. Embody speaking in finish statements or thoughts (e.g., speak clearly, slowly, concisely, and in finished sentences, statements, and thoughts) for the student.

3. Get the student to find who they think is an excellent speaker and why.

4. Separate the attributes an excellent speaker possesses (e.g., rate, diction, volume, vocabulary, etc.) and have the student assess themselves on each quality. Establish a goal for improvement in only one or two areas at a time.

5. Show acceptable and unacceptable speech. Utilize complete unfinished statements and thoughts and have the student critique each example.

6. Get the student to practice descriptive statements or thoughts they can use when speaking.

7. Do not require the student to speak in front of other students if they are awkward doing so. Get the student to speak to the teacher or another student privately if they would be more comfortable.

8. Select a peer to model speaking in finished statements or thoughts. Have the students work together, perform tasks together, etc.

9. On occasions where the student has difficulty during a conversation, remind the student that this occasionally happens to everyone and they should not become upset.

10. Orally correct the student when they do not use finished sentences or thoughts when speaking so they can hear the correct version of what is being said.

11. Do not force the student to interact with others.

12. Get the student to practice techniques for relaxing (e.g., deep breathing, tensing and relaxing muscles, etc.) that the student can use when they start to become dysfluent.

13. Praise those students in the classroom who use finished statements or thoughts when speaking.

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

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

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

17. 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 talk in an unnatural voice? If so, keep reading.

1. Refrain from topics, situations, etc. (e.g., death, divorce, unemployment, alcoholism, etc.) that cause the student to speak in an unnatural voice.

2. Select a peer to model using a natural voice when speaking.

3. Draft an agreement with the student stipulating what behavior is required (e.g., using a natural voice) and which reinforcement will be implemented when the agreement has been met.

4. 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.

5. Do not force the student to interact with others.

6. Praise those students in the classroom who use a natural voice when speaking.

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. Provide the student a predetermined signal when they begin to use an unnatural voice.

9. Ignore the student’s unnatural voice if it occurs infrequently or only in stimulating situations.

10. Make sure that all adults (e.g., school and home) require the student to speak in a natural voice.

11. Praise the student for speaking in a natural voice based on the duration of time they can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

12. Do not reinforce unacceptable behavior by laughing when the student talks in an unnatural voice.

13. Make sure that the student’s unnatural voice is not inadvertently reinforced by paying too much attention to it (i.e., the student may speak in an unnatural voice because of the constant attention given to him/her).

14. Convey your feelings in a socially acceptable way.

15. Put the student in situations in which they are comfortable and most likely to use a natural voice.

16. Praise the student for speaking in a natural voice: (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.).

17. Converse with the student to explain (a) what they are doing wrong (e.g., using an unnatural voice) and (b) what they must be doing (e.g., using a natural voice).

18. Teach the student appropriate ways to express displeasure, anger, frustration, etc.

19. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for using a natural voice at school.

20. Make the student use a natural voice at all times in the classroom.

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.

Are you looking for ways to encourage students to tell the truth? If so, keep reading.

1. Assist the student in understanding that by exaggerating the truth, they may even come to believe what they exaggerate, and that exaggerating may become a routine (schedule).

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

3. Create a system of shared responsibility

4. Observe the student closely to monitor the accuracy of the statements made.

5. Refrain from making accusations that would increase the likelihood of the student making inaccurate statements in response. If it is known that the student is responsible, an admission of guilt is not appropriate to deal with the situation.

6. Refrain from putting the student in a situation in which they have the chance to lie, deny, exaggerate, etc., (e.g., highly competitive learning activities, situations with limited supervision, etc.).

7. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for making accurate statements at school.

8. Make sure the student knows that not being honest when confronted will result in more negative consequences than telling the truth. Be sure to be very consistent in this approach.

9. Talk with the student to explain (a) what the student is doing wrong (e.g., lying, denying their behavior, etc.) and (b) what the student should be doing (e.g., reporting accurately what has occurred or will happen).

10. Praise the student for making accurate statements: (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.).

11. Attempt to have an open, honest relationship with the student. Urge the student to tell the truth, but do not use threats to make them tell the truth (e.g., “You had better tell the truth or else!”).

12. Draft an agreement with the student stipulating what behavior is required (e.g., making accurate statements) and which reinforcement will be implemented when the agreement has been met.

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 lie? If so, keep reading.

1. Show the student that they should be happy with personal best effort rather than expecting perfection.

2. Give the student many chances for social and academic success.

3. Give the student positive feedback that indicates they are successful.

4. Minimize competitiveness in information sharing so the student will not feel compelled to make inaccurate statements about their experience.

5. Attempt several groupings to ascertain the situation in which the student is comfortable and does not feel obliged to lie, deny, exaggerate the truth, etc.

6. Give the student experiences that can be shared if the absence of such experiences has been causing the student to fabricate information.

7. Minimize or remove punishment for accidents, forgetting, and situations with inadequate evidence. Punishment in these situations often causes students to lie.

8. Always treat the student with the utmost respect. Talk objectively at all times.

9. Do not punish the student unless you are absolutely sure they lied to you.

10. Teach the student that making inaccurate statements does not prevent consequences (e.g., the student has to redo a task even though they claim the finished task was lost).

11. If you do not have evidence that the student is being untruthful, you can’t punish them.

12. Let logical consequences happen when the student lies, denies, exaggerates, etc., (e.g., work not finished must be finished, lying to others will cause them not to believe you, etc.).

13. Assist the student in learning that telling the truth as soon as possible prevents future problems

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

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

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

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

Are you looking for hacks to help students who become overexcited? If so, keep reading.

1. Let the student close the classroom door or windows to lessen visual and auditory stimuli from outside the classroom.

2. Provide the student a special signal when they are becoming excited (e.g., a secret word, a hand signal, etc.).

3. Assist the student in recognizing the signs of becoming overexcited. Teach the student appropriate actions to gain self-control.

4. Get the student to take part in small group learning activities (e.g., free time, math, reading, etc.) to lessen the level of visual and auditory stimuli in the group. As the student successfully functions in the presence of visual and auditory stimuli, slowly increase the size of the group.

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

6. Assess the visual and auditory stimuli in the classroom. Ascertain the level of stimuli to which the student can respond appropriately. Remove the unnecessary stimuli from their surroundings.

7. Be firm, fair, and consistent, expecting the student to settle down after becoming excited. Do not Let the student participate until they have regained self-control.

8. Be firm, fair, and consistent, expecting the student to leave a situation when they become overexcited (e.g., send the student to the counselor’s office, make them sit in a chair for five minutes, etc.).

9. Choose a specific place the student can go to regain control after becoming overexcited.

10. Give a consistent routine (schedule) for the student to enable self-control.

11. Urge the student to consider the consequences of their behavior before engaging in any learning experience.

12. Find the situations in which the student is most likely to become overexcited. After you have identified these situations, think of ways to minimize their occurrences.

13. Praise the student for demonstrating self-control. As the student shows success, slowly increase the duration of time required for reinforcement.

14. Teach the student appropriate ways to gain self-control after becoming overexcited (e.g., slow deep breaths, leave the learning experience, walk down the hallway to the water fountain, etc.).

15. Do not let the student take part in learning activities that cause them to become so excited that they cannot settle down.

16. Minimize visual and auditory stimuli to a level at which the student can successfully function. As the student shows that they can successfully tolerate the increased levels without becoming overexcited, slowly allow visual and auditory stimuli to increase.

17. Make sure that the student knows the relationship between unacceptable behavior and the consequences that follow (e.g., missing out on special learning activities, being avoided by peers, etc.).

18. Maintain a pleasant/calm atmosphere that will lessen the likelihood of the student becoming overexcited.

19. Draft an agreement with the student stipulating what behavior is required (e.g., keeping self-control in the presence of visual and auditory stimuli in the classroom) and which reinforcement will be implemented when the agreement has been met.

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

21. 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.

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

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

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

Are you looking for ways to support students who become overexcited? If so, keep reading.

1. Give the student an easily grasped list of consequences for unacceptable behavior.

2. Minimize the emphasis on competition. Competitive learning activities may cause the student to become overexcited.

3. Allow flexibility in meeting academic requirements when the student becomes overexcited (e.g., allow more time, modify tasks, give help with tasks, etc.).

4. 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.

5. Assess the degree of task difficulty to ascertain whether the student will require additional information, time, assistance, etc., to avoid becoming overexcited.

6. Show the student when they cannot calm down what they are doing wrong, what they are supposed to be doing, and why.

7. Do not let the student participate in exciting learning activities for long periods.

8. Converse with the student to explain (a) what he/she is doing wrong (e.g., becoming overexcited or upset) and (b) what they must be doing (e.g., following the rules, considering others, controlling impulsive behavior, etc.).

9. Give the student a carrel or divider at their desk to lessen visual and auditory stimuli.

10. Refrain from discussion or prevent stimuli in their surroundings that remind the student of unpleasant experiences/sensitive topics (e.g., divorce, death, unemployment, alcoholism, etc.) that might cause the student to become overexcited.

11. Urge the student to take part in quiet, calming learning activities (e.g., listen to music, read, etc.) when feeling overexcited.

12. Urge the student to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to keep self-control.

13. Get the student to make a list of consequences associated with overexcitement (e.g., break something, hurt someone, embarrass self or others, etc.).

14. Make sure the student does not become involved in overstimulating learning activities.

15. Give the student the chance to move to a quiet space in the classroom whenever visual and auditory stimuli interfere with their capacity and ability to function successfully.

16. Boost supervision (e.g., by teacher, peer, paraprofessional, etc.) of the student when they are involved in learning activities that tend to overexcite him/her.

17. Separate the student from the peer who stimulates their unacceptable behavior.

18. Give the student a predetermined signal when they begin to display unacceptable behavior.

19. Give the student a quiet space in which to work where visual and auditory stimuli are reduced. This is used to lessen distracting stimuli, not as a form of punishment.

20. Praise the student for demonstrating self-control: (a) give the student a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

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.