Academic and Behavioral Interventions

Are you looking for strategies to help students who become overexcited? 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 demonstrating self-control in the presence of visual and auditory stimuli at school.

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

3. Take the student away from a learning experience in the classroom if they are unable to demonstrate self-control in the presence of visual and auditory stimuli involved with the learning experience.

4. Teach yourself and others about ADHD to increase comprehension and accommodation of overexcited behavior.

5. Remove the student immediately from a learning experience when they become too excited and cannot calm down.

6. Urge the student to create an understanding of themselves and those around him/her. Get the student to periodically step back and ask themselves, “Am I too excited?”

7. Teach the student about ADHD and the need to self-monitor behavior.

8. Urge 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 becoming overexcited (e.g., perceived as unmannerly, avoided, etc.).

9. Minimize all visual and auditory stimuli in the classroom as much as possible for all students.

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

11. Urge the student to pause and consider their actions when becoming overexcited.

12. Get the student to take part in another learning experience until they can settle down and gain control of their behavior.

13. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

14. Get the student to take a break to regroup when they are becoming overexcited.

15. Select a peer to model demonstrating self-control in the presence of visual and auditory stimuli in the classroom for the student.

16. Stay calm when the student becomes overexcited. Calm behavior should have a calming effect on the student.

17. 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?”).

18. Embody for the student appropriate behavior in the presence of visual and auditory stimuli in the classroom (e.g., continuing to work, asking for quiet, moving to a quieter part of the classroom, etc.).

19. Urge the student to play games, sports, etc., with friends who do not encourage them to become overexcited.

20. Praise those students in the classroom who demonstrate self-control.

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 prevent kids from wandering around the classroom needlessly? If so, keep reading.

1. 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.

2. Assess the visual and auditory stimuli in the classroom. Ascertain the number of stimuli the student can tolerate. Remove unnecessary stimuli that contribute to the student’s unnecessary or excessive movement from the classroom environment.

3. Be firm, fair, and consistent, expecting the student to sit quietly without moving about unnecessarily. Do not let the student move about unnecessarily one day and expect them to sit quietly the next day.

4. Plan short learning activities for the student to perform while seated. As the student shows success staying in their seat, slowly increase the length of the learning activities.

5. Draft an agreement with the student stipulating what behavior is required (e.g., demonstrating physical self-control) and which reinforcement will be implemented when the agreement has been met.

6. Get a peer to signal the student when they move about unnecessarily (e.g., the person can touch the student’s arm as a signal that they are moving about unnecessarily).

7. Be firm, fair, and consistent with having the student leave a situation when they begin to move about necessarily (e.g., send the student to a study carrel for 10 minutes, make them sit in a chair for fiveminutes, etc.).

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

9. Place the student near the teacher.

10. Make the appropriate adjustments in their surroundings to prevent the student from experiencing stress, frustration, anger, etc., as much as possible.

11. Coordinate individual tasks when the group setting is overly distracting.

12. Provide visibility to and from the student to keep their attention when oral questions/instructions are being delivered. The teacher and the student should be able to see each other at all times. Make eye contact possible at all times.

13. Get the student to gather all the learning materials appropriate to work on a project, task, etc., to lessen the need to search for learning materials.

14. Create an environmental setting for the classroom that promotes optimal individual performance (e.g., quiet room, background music, fresh air, etc.).

15. Talk regularly with the student to prevent excessive or unnecessary body movements.

16. Do not let the student take part in learning activities that cause them to become so excited that they move about unnecessarily.

17. Observe the student to prevent them from not sitting quietly and moving around unnecessarily.

18. Teach the student to use techniques to gain self-control when they are moving about unnecessarily (e.g., count to 10, say the alphabet, sit in a chair, leave the situation, etc.).

19. Provide the student with frequent chances to leave their seat for appropriate reasons (e.g., getting learning materials, running errands, assisting the teacher, etc.).

20. Allow the student some movement while performing tasks. Observe and limit the amount of movement.

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 ways to stop kids from wandering around the classroom needlessly? If so, keep reading.

1. Urge the student to take part in high energy learning activities after school that let them release excess energy (e.g., racquetball, soccer, etc.).

2. Talk regularly with the student to keep their attention on the learning experience (e.g., ask the student questions, ask the student’s opinion, stand near the student, seat the student near the teacher’s desk, etc.).

3. 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.

4. Get the student to chart the duration of time they can remain their seat without moving about unnecessarily.

5. 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.

6. Create times when it is permissible for the student to be out of their seat (e.g., leave their seat only to get a book, a drink of water, etc.).

7. Give the student the most attractive and exciting learning activities possible.

8. Stay calm when the student moves about unnecessarily. Calm behavior should have a calming effect on the student.

9. Make sure the student does not become involved in learning activities that may be overstimulating and cause the student to move about unnecessarily.

10. Make sure that reinforcement is not provided for unacceptable behavior (e.g., paying attention to the student only when they engage in excessive/unnecessary body movements).

11. Make sure the student does not have a lot of unstructured time.

12. Give the student frequent chances to participate, take turns, etc., to keep them involved in the learning experience.

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

14. Boost supervision (e.g., by teacher, peer, paraprofessional, etc.) of the student when they are involved in learning activities that tend to cause them to move about unnecessarily.

15. Praise the student for demonstrating physical 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.).

16. Give the student a predetermined signal when they begin to leave their seat without permission.

17. Become proactive. Confer with the school counselor to design a schedule conducive to the student’s success (e.g., physical education scheduled the last period of the day, intersperse electives that allow greater freedom of movement with classes requiring expanded periods of concentration, etc.).

18. Alter or eliminate situations at school that cause the student to experience stress or frustration and may contribute to the student moving about unnecessarily.

19. Provide the student a special signal when they are moving about necessarily (e.g., a secret word, a hand signal, etc.).

20. Refrain from placing the student in situations that require sitting for an expanded duration of time such as lectures, seminars, etc. Give the information for the student through a recording or lecture notes.

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 strategies to help students who move around the classroom needlessly? 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 demonstrating physical self-control at school.

2. Provide the student additional duties (e.g., chores, errands, etc.) to keep them actively involved and give them a feeling of success or accomplishment.

3. Solidify on-task behavior by providing a full schedule of daily activities. Stop lag time from happening when the student would be free to take part in excessive and unnecessary body movements.

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

5. Provide a full schedule of learning activities. Keeping the student occupied should prevent unnecessary movement.

6. Make sure the student has all the learning materials appropriate to perform a task to lessen the need to leave their seat.

7. Remove the student immediately from a learning experience when they are moving about unnecessarily until they can participate appropriately.

8. Provide supervision at all times and in all portions of the school environment.

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

10. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

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

12. Select a peer to model staying in their seat for the student.

13. Take into account the student’s age before expecting them to sit quietly for a period. Middle school students need frequent chances for movement.

14. Give the student a calm, quiet environment in which to work.

15. Praise those students in the classroom who demonstrate physical self-control.

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

17. Minimize the emphasis on competition. Competitive learning activities may cause the student to become anxious and move about unnecessarily.

18. Plan leisure activities for the end of the day. Make participation in these learning activities dependent upon the conclusion of daily duties and appropriate behavior.

19. Talk with the student to explain(a) what they are doing wrong (e.g., moving in seat, moving about the room, running, etc.) and (b) what they must be doing (e.g., practicing self-control, following the rules, etc.).

20. Take the student away from the learning experience until they can demonstrate appropriate behavior and refrain from moving about unnecessarily.

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 support students who make sexually explicit comments? If so, keep reading.

1. Keep a professional relationship with students at all times and in all settings, making sure that your behavior does not encourage sexually related behaviors.

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

3. 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?”).

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

6. Connect with the 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 engaging in appropriate behavior at school.

7. Draft an agreement with the student stipulating what behavior is required (e.g., communicating with others appropriately) and which reinforcement will be implemented when the agreement has been met.

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

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

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

11. Praise those students in the classroom who take part in appropriate behavior.

12. Talk with the student to explain(a) what the student is doing wrong (e.g., making sexual references, touching others, making gestures, etc.) and (b) what the student should be doing (e.g., following the rules, working on-task, paying attention to duties, etc.).

13. Praise the student for engaging in socially appropriate individual or group behavior: (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. 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.

Are you looking for strategies to help students who make sexually explicit comments? If so, keep reading.

1. Indicate to the student that public displays of sexually related behavior are unacceptable.

2. Observe the student closely to prevent unacceptable sexually related behaviors from happening.

3. Organize their surroundings so the student does not have time to take part in unacceptable behavior (e.g., keep a full schedule of learning activities ).

4. Place the student near the teacher to give more direct supervision.

5. Provide visibility to and from the student. The teacher and the student should be able to see each other. Make eye contact possible at all times.

6. Make sure you are regularly in proximity to the student.

7. Do not let the student be left alone with other students or unsupervised.

8. Make sure the student knows the logical consequences of their unacceptable behavior(e.g., peers will not want to interact with him/her, removal from the group may be appropriate, etc.).

9. Embody socially acceptable behavior for the student (e.g., pat on the back, appropriate oral communications, handshake, etc.).

10. Separate the student from the peer(s) who stimulates the unacceptable sexually related behavior.

11. Make sure the student knows that sexually related behaviors are unacceptable at school (e.g., words, gestures, remarks, touching, exposing, etc.).

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

13. Do not inadvertently reinforce the student for demonstrating sexually related behaviors (e.g., paying attention to the student only when they show sexually related behaviors, demonstrating shock, etc.).

14. 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.

Are you looking for techniques to support students who exhibit unpredictable behavior? If so, keep reading.

1. Provide a predetermined signal (e.g., quiet sign, hand signal, oral signal, etc.) when the student begins to demonstrate an unacceptable behavior.

2. Maintain a pleasant/calm atmosphere that would lessen the possibility of sudden or dramatic changes in behavior.

3. Minimize distracting stimuli(e.g., place the student in the front row, give a carrel or quiet space away from distractions, etc.). This is used as a way of reducing stimuli, not as a punishment.

4. Do not criticize. On occasions where correcting the student, be honest yet compassionate. Never cause the student to feel negatively about themselves.

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

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

7. Do not embarrass the student by giving them orders, requirements, etc., in front of others.

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

9. Urge the student to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan for action, and (e) carry out the plan.

10. 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.

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 demonstrating appropriate behaviors related to situations at school.

12. Draft an agreement with the student stipulating what behavior is required (e.g., demonstrating appropriate behavior related to the situation) and what reinforcement will be made available when the terms of the agreement have been met.

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

14. Talk with the student to explain(a) what the student is doing wrong and (b) what the student should be doing.

15. Praise the student for demonstrating appropriate behavior: (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.).

16. 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.

17. Praise the student for demonstrating appropriate behavior related to the situation based on the duration of time the student can be successful.

18. Praise those students in the classroom who demonstrate appropriate behavior related to the situation.

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

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

Are you looking for ways to support students whose behavior is unpredictable? If so, keep reading.

1. Give praise and recognition of appropriate behavior as often as possible.

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. Do not provide too much free time for the student.

4. Organize their surroundings so the student does not have time to demonstrate unacceptable behavior.

5. Give the student alternative approaches to testing (e.g., test the student orally, make tests shorter, let the student take the test in the resource room, etc.).

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

7. Give as many enjoyable and exciting learning activities as possible.

8. Give a consistent routine (schedule) for the student to enable stability.

9. Allow flexibility in meeting academic requirements when the student shows sudden or dramatic mood changes (e.g., allow more time, modify tasks, give help with tasks).

10. Teach the student to recognize sudden or dramatic changes in behavior so they may deal with it appropriately.

11. Notify the student in advance when a change at school is going to happen (e.g., change in routine (schedule), special activities, end of one learning experience and beginning of another, etc.).

12. Provide the student with sufficient time to make adjustments to learning experience changes, new situations, etc., (e.g., give the student several minutes to move from one learning experience to another).

13. Stop the occurrence of specific stimuli that cause the student to demonstrate sudden or dramatic changes in behavior (e.g., demanding situations, interruptions, competition, abrupt changes, etc.).

14. Give the student a selection of tasks and require the student to select a minimum number from the total amount (e.g., present the student with 10 academic tasks from which 6 must be finished that day).

15. Give the student a schedule of daily activities so the student will know what is required of him/her.

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.

Are you looking for strategies to help students whose behavior is unpredictable? If so, keep reading.

1. Minimize stimuli that would contribute to unrelated or unacceptable behavior(e.g., testing situations, peers, physical learning activities, etc.).

2. Alter or adjust situations that cause the student to demonstrate unrelated or unacceptable behavior(e.g., keep the student from becoming overstimulated in learning activities ).

3. Make the appropriate adjustments in their surroundings to prevent the student from experiencing stress, frustration, anger, etc., as much as possible.

4. Minimize distracting stimuli(e.g., place the student in 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.

5. Attempt several groupings to ascertain the situation in which the student shows appropriate behavior.

6. Embody socially acceptable behavior for the student (e.g., pat on the back, handshake, etc.).

7. Make sure that reinforcement is not provided for unacceptable remarks or behaviors.

8. Stop the student from becoming overstimulated by a learning experience(i.e., monitor or supervise student behavior to limit overstimulation in physical learning activities, games, parties, etc.).

9. Select a peer to work with the student to model appropriate behavior.

10. Minimize the emphasis on competition. Repeated failure may result in unpredictable behavior.

11. Make the student aware of learning activities well in advance so they may prepare for them.

12. Talk with other professionals about your concerns to ascertain if further investigation is warranted (e.g., abuse or neglect).

13. Explain that some concerns or worries are not unusual for students (e.g., everyone worries about tests, grades, etc.).

14. Give the student chances for social and academic success.

15. Separate the student from the peer(s) who may be encouraging or stimulating the unacceptable behavior.

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.

Are you looking for ways to help students who act impulsively? If so, keep reading.

1. Do not criticize the student. On occasions where correcting the student, be honest yet compassionate. Never cause the student to feel negatively about himself/herself.

2. Praise those students in the classroom who act deliberately and responsibly.

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

4. 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 is best for me?”).

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. Draft an agreement with the student stipulating what behavior is required (e.g., acting deliberately and responsibly) and which reinforcement will be implemented when the agreement has been met.

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

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

9. Praise the student for acting deliberately and responsibly: (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.).

10. Talk with the student to explain(a) what the student is doing wrong (e.g., taking action before thinking about what they are doing) and (b) what the student should be doing (e.g., considering consequences, thinking about the correct response, considering others, etc.).

11. Do not provide too much free time for the student.

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

13. 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 acting deliberately and responsibly at school.

14. 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.