Academic and Behavioral Interventions

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

1. Minimize the emphasis on competition. Competition may result in impulsive behavior to win or be first.

2. Teach the student decision-making steps: (a) think about the people that will be affected, (b) think about consequences and the impact of your actions, ( c) carefully consider the situation at hand, (d) think of various potential courses of action, and (e) think about what is best for you.

3. Inform the student why we all must practice responsibility.

4. Place emphasis on individual success or progress rather than winning or “beating” other students.

5. To determine whether the student heard a direction, have the student repeat it.

6. Let logical consequences happen so the student can learn that persons who act deliberately are more successful than those who act impulsively (e.g., If you begin a learning experience before comprehending the instructions, you will finish early but not finish the task correctly. You may receive a failing grade or have to repeat the task.).

7. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the student begins to demonstrate impulsive behaviors.

8. Make sure the student does not become involved in overstimulating learning activities on the playground, during P.E., during lunch, etc.

9. Make sure the student has a sufficient amount or number of learning activities scheduled to prevent the likelihood of impulsively engaging in unplanned learning activities.

10. Assign the student to an area of the classroom where they are to remain at any one time.

11. Provide a consistent routine (schedule) of daily learning activities.

12. Make sure the student knows that areas in the classroom are “off limits” to him/her.

13. Make sure that all students get equal chances to take part in learning activities (e.g., students take turns, everyone has an equal chance to be first, 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.

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 act impulsively? If so, keep reading.

1. Minimize the chance to act impulsively by limiting decision-making. As the student shows success, slowly increase chances for decision-making.

2. Give the student a routine (schedule) to be followed when making decisions (e.g., place a list of decision-making strategies on the student’s desk).

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

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

5. Assign additional duties to the student (e.g., chores, errands, etc.) to give them a feeling of success or accomplishment.

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

7. Give the student sufficient time to perform learning activities to lessen their impulsive behavior.

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

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

10. Give the student clear, simply stated explanations and instructions so that they know what is expected.

11. Support the student in beginning each task to lessen impulsive responses.

12. Get a peer to work with the student to model deliberate and responsible behavior in academic and social settings.

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

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.

Are you looking for ways to help students who do not behave appropriately? If so, keep reading.

1. Attempt several groupings to ascertain the situations in which the student shows appropriate behavior.

2. Minimize the emphasis on competition. Repeated failure may result in behaviors that are unacceptable for the situation.

3. Make the student aware of learning activities well in advance so he/she may prepare for them.

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

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

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

7. 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?” etc.).

8. Converse with the student about ways of handling situations successfully without conflict (e.g., walk away from the situation, change to another learning experience, ask for help, etc.).

9. 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.

10. Draft an agreement with the student stipulating what behavior is required (e.g., demonstrating appropriate behavior related to the situation) and which reinforcement will be implemented when the agreement has been met.

11. Talk with the student to explain(a) what the student is doing wrong (e.g., laughing when a peer gets hurt) and (b) what the student should be doing (e.g., helping the peer).

12. Praise the student for demonstrating appropriate behaviors related to the situation 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.

13. Praise those students in the classroom who demonstrate appropriate behaviors related to the situation.

14. 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.

15. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the student begins to display behaviors that are unacceptable for the situation.

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

17. Praise the student for demonstrating appropriate behaviors related to the situation: (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.).

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

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

Are you looking for strategies to help students who do not behave appropriately? If so, keep reading.

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

3. Talk regularly with the student to keep involvement.

4. Organize the student’s surroundings so that time does not permit unrelated or unacceptable behavior to happen.

5. Provide the student with duties to keep them actively involved in the learning experience.

6. 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 ).

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

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

9. Select a peer to model on-task behavior for the student.

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

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

12. Provide a consistent routine (schedule).

13. Make sure that reinforcement is not provided for the student’s unacceptable remarks or behaviors (e.g., paying attention to the student only when they show behaviors that are unacceptable to the situation).

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

15. Assist the student in creating attention-keeping behaviors (e.g., keep eye contact, notes on the subject, ask questions related to the subject, etc.).

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 encourage students to respond appropriately when others receive success or praise? If so, keep reading.

1. Get the student to take part in games or learning activities with a younger student with whom they will not have a competitive relationship. As the student shows appropriate behavior, slowly have the student take part in games or learning activities with older, more skilled peers.

2. Ask the student a question when they are most likely to be able to respond correctly (e.g., when discussing something in which the student is interested, when the teacher is sure they know the answer, etc.).

3. Take into account the student’s age and experience before expecting them to behave properly when others do well or receive praise or attention.

4. Teach the student to respect others by respecting the student.

5. Urge the student to refrain from comparing themselves to others.

6. Convey your feelings in a socially acceptable way.

7. Praise the student for behaving properly when others do well or receive praise or attention: (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.).

8. Do not let the student participate if the task or situation is too stimulating.

9. Praise and recognize equally all members of the class.

10. Assess the appropriateness of the task or situation 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 behaving properly at school.

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

13. Praise the student for behaving properly based on the duration of time the student can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

14. Praise those students in the classroom who behave properly when others do well or receive praise or attention.

15. Converse with the student to explain (a) what the student is doing wrong (e.g., getting angry, having a tantrum, etc.) and (b) what the student should be doing (e.g., making positive remarks, continuing to participate appropriately, etc.).

16. Create a set of standard behavior rules for group games: • Follow up rules of the game. • Take turns. • Make positive remarks. • Complete as a team member. • Become an excellent sport. Examine rules often. Praise students for following the rules.

17. Select a peer to model behaving properly when others do well or receive praise or attention for the student.

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

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 strategies to help students who respond inappropriately when others receive success or praise? If so, keep reading.

1. Make sure to help the student achieve a level of success in a learning experience so they will do well and receive praise or attention.

2. Make sure that the student is designated a role in a learning experience in which they can be successful as a participant and enjoy the learning experience (e.g., banker in MONOPOLY®, scorekeeper in a game, teacher assistant, notetaker in discussions, etc.).

3. Make sure that some attention is given to the student when others do well or receive praise or attention. As they show appropriate behavior when others do well or receive praise or attention, slowly lessen the attention given to the student.

4. Provide praise or attention as privately as possible to lessen the likelihood of upsetting any students in the classroom.

5. Minimize the emphasis on competition. Urge and reinforce participation, teamwork, excellent sportsmanship, personal improvement, etc.

6. Praise the student for behaving properly when others receive praise. As the student demonstrates success, slowly lessen the amount of reinforcement.

7. Make sure that the student succeeds or receives attention often enough to create a balance with those times when other students succeed or receive praise or attention.

8. Make sure that the teacher is an excellent role model by participating in games, demonstrating excellent sportsmanship, complimenting others, etc.

9. Create rules and go over them at the beginning of a learning experience to lessen the likelihood of misinterpretation.

10. Urge the student to leave situations that may cause them to become upset, angry, embarrassed, etc.

11. Urge an atmosphere of students helping one another, congratulating each other, discovering something about each other to compliment, etc.

12. Get the student to take part in learning activities with students who are appropriate models for behavior when others do well or receive praise or attention.

13. If the student becomes frustrated or upset by the task or learning experience, remove them from the situation, stop the learning experience, or give an alternative learning experience.

14. Make sure that the student knows that a failure to behave properly during a game or learning experience will result in the termination of the learning experience.

15. Be sure to give close supervision of the student in tasks and learning activities to intervene early and give problem-solving alternatives should unacceptable behaviors happen.

16. Help the student find learning activities (e.g., reading, creating, peer tutoring, etc.) in which they can achieve personal satisfaction and success.

17. Do not require the student to take part in games and learning activities that may be menacing or cause them to demonstrate unacceptable behavior.

18. Make sure the student does not participate in learning activities with another student(s) who is likely to encourage unacceptable behavior.

19. Give the student several learning activities throughout the day in which they can do well and receive praise and attention.

20. Become aware of the student’s strengths and limitations. Get the student to take part in learning activities in which they will succeed rather than fail.

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

22. 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 cry in response to normal situations? If so, keep reading.

1. Teach the student alternative ways to express their unhappiness (e.g., talking, writing, creating, etc.).

2. Give the student a quiet space to relax when becoming upset. This is not to be used as a form of punishment but as a chance to function more successfully in their surroundings.

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

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

5. Do not embarrass the student by giving orders, requirements, etc., in front of other students.

6. Always find opportunities to make positive remarks about the student and school.

7. Teach the student acceptable ways to express displeasure, anger, frustration, etc.

8. Make sure you express your feelings in a socially acceptable way.

9. Let the student voice their opinion in a situation to avoid becoming angry or upset.

10. 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.

11. 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.

12. Connect with the parents to disseminate information about the student’s progress. The parents may reinforce the student at home for dealing with unhappiness appropriately at school.

13. Talk with the student to explain(a) that you recognize they are unhappy and (b) appropriate ways for dealing with their unhappiness (e.g., by talking, problem-solving, etc.).

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

15. Praise the student for dealing with unhappiness appropriately based on the duration of time the student can be successful. As the student shows success, slowly increase the amount of time required for reinforcement.

16. Praise those students in the classroom who deal with unhappiness appropriately.

17. 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.

18. Praise the student for demonstrating appropriate behavior in response to unpleasant situations (e.g., failure, peer pressure, disappointment, losing in a competition, etc.): (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.).

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

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

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

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

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

24. 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 exhibit sudden mood changes? If so, keep reading.

1. Make sure the student does not become involved in overstimulating learning activities that would cause them to have mood changes.

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

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

4. Convey your feelings in a socially acceptable way.

5. 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?”).

6. Converse with the student about ways of handling situations successfully without conflict (e.g., walk away from a situation, change to another learning experience, ask for help, etc.).

7. 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.

8. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the time scheduled to finish the task is sufficient.

9. Praise the student for demonstrating consistent and 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.).

10. 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 consistent and appropriate behavior at school.

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

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. Talk with the student to explain(a) what the student is doing wrong (e.g., becoming angry or upset easily, etc.) and (b) what the student should be doing (e.g., following the rules, considering others, controlling impulsive behavior, etc.).

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

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

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

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 help students who exhibit sudden mood changes? If so, keep reading.

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

2. 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.).

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

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

5. 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, etc.).

6. Separate the student from the peer who stimulates the sudden or dramatic mood change.

7. Teach the student 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.

8. Teach the student to recognize a mood change so they may deal with it appropriately.

9. Maintain a pleasant/calm atmosphere that would lessen the possibility of sudden or dramatic mood changes.

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

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

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

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

14. Refrain from discussions or prevent stimuli in their surroundings that remind the student of unpleasant experiences/sensitive topics (e.g., divorce, death, unemployment, alcoholism, etc.).

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

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 cry in response to normal situations? If so, keep reading.

1. Alter their surroundings to lessen situations that cause the student to be unhappy (e.g., if the student is upset by losing in competitive learning activities, lessen the number of competitive learning activities).

2. Review concerns with the administration and seek a referral to an agency for investigation of possible abuse or neglect.

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

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

5. Take time to talk with the student so the student realizes your interest in them is genuine.

6. Teach methods for dealing with problems early to prevent problems from becoming overwhelming.

7. Show the student that feelings of unhappiness are natural but that there is an appropriate duration of time for public displays of that emotion.

8. Teach the student to be happy with their best effort rather than perfection.

9. On occasions where logical consequences occur because of the student’s display of unhappiness, point them out to the student (e.g., peers prefer not to interact with him/her).

10. Give the student as many positive interactions as possible (e.g., recognize the student, call the student by name, compliment their attire, etc.).

11. Make sure that positive reinforcement is not inadvertently given for unacceptable behavior.

12. Make sure that the consequences for unacceptable behavior are consistent.

13. Urge and assist the student in joining extracurricular learning activities, clubs, etc.

14. Take the student away from the peer(s) who is causing their unhappiness.

15. Dissuade the student from engaging in those learning activities that cause their unhappiness.

16. Provide the student additional duties (e.g., chores, errands, etc.) to give them a feeling of success or accomplishment.

17. 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.

18. Identify individuals the student may contact about their unhappiness (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

19. Organize their surroundings so the student does not have time to dwell on real or imagined problems.

20. Provide anecdotal records of the student’s behavior to check for patterns or changes in behavior.

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

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

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

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

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