Academic and Behavioral Interventions

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.

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.