Academic and Behavioral Interventions

Are you looking for ways to stop students from running away from school experiences? If so, keep reading.

1. 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.).

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

3. 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 dealing with problems in appropriate ways at schoo1.

4. 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.

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

6. Praise the student for dealing with problems in appropriate ways 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.

7. Praise those students in the classroom who deal with problems in appropriate ways.

8. 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.

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

10. Talk with the student to explain(a) what the student is doing wrong (e.g., running away from situations, running out of the room, running away from school, etc.) and (b) what the student should be doing (e.g., asking for help, calling attention to the problem, practicing problem-solving skills, using self-control, etc.).

11. Praise the student for dealing with problems in appropriate ways: (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.).

12. Notify others (e.g., teachers, aides, lunchroom clerks, etc.) of the student’s tendency to run away to avoid problems.

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

14. 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 run away from school experiences? If so, keep reading.

1. Do not give the student additional chances to run away by seating the student in the hallway, sending him from class, etc.

2. Take into account alternative forms of negative consequences if current consequences cause the student to run away. Do not use negative consequences that contribute to a worsening of the situation.

3. Intervene early and often to prevent the student from becoming upset enough to run away.

4. Give the student a quiet space as an alternative to running away. This can be a space where the student elects to go as a form of self-control instead of running away.

5. Find the student’s favorite learning activities and give as many of these as possible throughout the day.

6. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel bad about themselves.

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

8. Make sure there will be adult supervision at all times for the student (e.g., during P.E., recess, lunch, etc.).

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

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

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

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

13. 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?”).

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 run away from school experiences? If so, keep reading.

1. Organize the student’s surroundings (e.g., change seating, increase supervision, lessen stimuli that contribute to running away, etc.) to lessen chances to run away from the school/classroom.

2. Provide supervision of the student at all times and in all portions of the school.

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

5. Record attendance with the student.

6. Provide the student a responsibility to be performed at several times throughout the day.

7. Show tasks in the most attractive and exciting manner possible.

8. Talk regularly with the student to continue involvement in the learning experience (e.g., ask the student questions, ask the student’s opinion, stand near the student, seat the student near your desk, etc.).

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

10. Make sure all school staff members are aware of the student’s tendency to run away.

11. Restrict the student’s independent movement in the school environment.

12. Talk with the student about ways to deal with unpleasant experiences that would typically cause them to run away (e.g., talk to a teacher, visit with a counselor, go to a quiet area in the school, etc.).

13. Find variables in their surroundings that cause the student to become upset and lessen or remove those variables.

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 ways to get students to look on the bright side? If so, keep reading.

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

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 to disseminate information about the student’s progress. The parents may reinforce the student at home for being more positive at school.

5. Converse with the student to explain (a) what the student is doing wrong (e.g., complaining, not taking part, reacting negatively, etc.) and (b) what the student should be doing (e.g., taking part, being enthusiastic, etc.).

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

7. Praise the student for being more positive 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.

8. Praise those students in the classroom who are positive in reacting to situations.

9. 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.

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

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

12. Praise the student for being more positive in reacting to situations (e.g., trying a task, making a positive comment about a learning experience, 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.)

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

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 encourage pessimistic students? If so, keep reading.

1. Give the student as many positive interactions as possible (e.g., recognize the student, greet the student, compliment their attire, etc.).

2. Require the student to make at least one positive comment about themselves daily. As the student shows success, slowly increase the number of positive remarks required.

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

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

5. Help the student identify how they wish things were in their surroundings and work with the student toward those goals.

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

7. Organize a reinforcer survey with the student to ascertain their reinforcer preferences.

8. Connect with parents to ascertain what the student finds reinforcing at home.

9. Assist the student to be happy with personal best effort rather than insisting on perfection.

10. Find the words or phrases the student uses to indicate their pessimism. Assist the student in recognizing and, in turn, limiting those statements.

11. Provide the student a predetermined signal when they begin to be pessimistic.

12. Along with instructions, give an incentive statement (e.g., “On occasions where you finish your math, you may have free time.” “You may play a game when your desk is cleaned up.” etc.).

13. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel negatively about themselves.

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 are pessimistic? If so, keep reading.

1. 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.

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

3. Select a peer to model positive reactions to situations for the student.

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

5. Take the student away from the learning experience until they can be more positive.

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

7. Alter their surroundings to lessen situations that cause the student to be pessimistic (e.g., determine those learning activities the student dislikes and avoid forcing the student to take part in those learning activities ).

8. Urge the student to take part in those learning activities in which they are successful.

9. Give the student positive feedback that indicates they are successful, competent, essential, respected, etc.

10. Find individuals with whom the student may communicate their unhappiness (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

11. Urge and help the student to make friends (e.g., pair the student with a peer; when that relationship is successful, introduce them to other peers).

12. Show the student that feelings of pessimism are natural, but a public display of that emotion should be limited.

13. Make the student aware of logical consequences that happen due to the student’s displays of pessimism (e.g., others prefer not to interact with the student, they will not be chosen by peers to join learning activities, 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 c5lassroom 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 genius ticks to encourage students to care about their personal appearance? If so, keep reading.

1. Praise the student for being neat, clean, etc.

2. Establish a time to practice hair combing, putting on makeup, shaving, using deodorant, etc.

3. Convey to the student the social importance of brushing teeth, shampooing hair, bathing, etc. Not only is inadequate hygiene offensive, but other children can be cruel.

4. Give the student instruction on fastening articles of clothing.

5. Teach the student how to fasten pieces of clothing when buttons are missing, zippers are broken, etc. (e.g., sewing a button back in place, using a safety pin, etc.).

6. Guide the student’s hands through the learning experience of zipping, buttoning, and snapping their own clothing.

7. Assist the student in learning those skills appropriate to improve their personal appearance and hygiene.

8. Give the student oral reminders to fasten their articles of clothing.

9. Fasten pieces of clothing for the student if they are incapable of fastening.

10. Praise the student for slowly improving their capacity and ability to fasten pieces of clothing over time rather than expecting total mastery immediately.

11. Praise the student at regular intervals throughout the day for having pieces of clothing fastened.

12. Give the student time to practice fastening their articles of clothing. (The clothing needs to be on the student during practice.)

13. Put visual reminders to fasten pieces of clothing inside restrooms and on the classroom door (e.g., images of zipping, buttoning, and snapping).

14. Do not embarrass the student by asking them to fasten pieces of clothing in front of peers.

15. Put a full-length mirror in the classroom for the student to make sure that all of their pieces of clothing are fastened.

16. Give the student a checklist of pieces of clothing to fasten (e.g., shirt, pants, shoes, coat, etc.). Get the student to finish the checklist routine (schedule) throughout the day.

17. Get the student to practice fastening pieces of clothing with oversized zippers, buttons, and snaps. As the student shows success, slowly lessen the size of the fasteners.

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 ways to encourage students to care about their personal appearance? If so, keep reading.

1. Praise the student for improving personal hygiene over time rather than expecting total mastery of personal hygiene skills immediately.

2. Make sure that all communications with the student about personal hygiene are conducted in a private meeting.

3. Give the student scheduled times during the day to pay attention to personal hygiene needs.

4. Let the student arrive early at school to care for their personal appearance.

5. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel bad about themselves.

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 caring for personal appearance.

7. Draft an agreement with the student stipulating what behavior is required (e.g., wearing clean clothing, shampooing hair, cleaning fingernails, etc.) and which reinforcement will be implemented when the agreement has been met.

8. Praise the student for caring for personal appearance 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 those students in the classroom who care for their personal appearance.

10. Converse with the student to explain (a) what the student is doing wrong (e.g., wearing dirty clothing, failing to shampoo hair or clean fingernails, etc.) and (b) what the student should be doing (e.g., wearing clean clothing, shampooing hair, cleaning fingernails, etc.).

11. Praise the student for caring for personal appearance: (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.).

12. Take into account the student’s age and experience before expecting them to care for personal hygiene independently.

13. Make sure that the student sees the relationship between their behavior and the consequences that follow (e.g., offending others, being avoided by others, not being able to take part in special learning activities, etc.).

14. Establish an example for the student by caring about your personal appearance (e.g., combing your hair, bathing daily, etc.).

15. Urge the student to take a home economics class, a health class, etc., to learn the importance of personal hygiene.

16. Make sure that the student knows that others might “make fun” if the student does not comb hair, zip pants, tie shoes, etc.

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

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

Are you looking for strategies to motivate students to care about their personal appearance? If so, keep reading.

1. Select a peer to model appropriate hygiene (e.g., clean clothing, hair, fingernails, etc.) for the student.

2. Get the student to question any hygiene expectations not grasped.

3. Create hygiene rules: • Bathe regularly. • Brush teeth. • Shampoo hair. • Launder clothing after wearing. • Clean and trim nails. • Provide personal cleanliness after using restroom. • Utilize a handkerchief or tissue. Examine rules often. Praise students for following the rules.

4. Assess the requirements of the responsibility of the student for personal hygiene to ascertain if the expectations are too high. If expectations are too complicated for the student, assistance should be given.

5. Get the student to keep a change of clean clothing at school.

6. Give the student training in the use of personal grooming and related learning materials (e.g., washcloth, soap, shampoo, toothbrush, toothpaste, hairbrush, comb, nail clippers, toilet paper, handkerchief, etc.).

7. Let the student pay attention to personal hygiene needs at school if the chance is not available elsewhere (e.g., launder clothing, bathe, wash hands, etc.).

8. Provide personal hygiene learning materials at school for the student’s use.

9. Give a comprehensive unit of information and instruction on personal hygiene. The unit should include health and appearance aspects. Classroom visitors can include a dentist, nurse, doctor, cosmetologist, etc.

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. Make the student keep a daily routine (schedule) of grooming and paying attention to personal hygiene at school.

12. Choose one adult in the academic environment to work directly with the student to help them care for personal appearance.

13. As part of your interviewing and job placement instruction, emphasize the importance of personal hygiene and grooming (e.g., have a representative of business or industry visit the class to make a presentation on the importance of personal appearance).

14. Give the student a checklist of personal hygiene learning activities that they finish daily.

15. Give visual reminders of personal hygiene in appropriate places (e.g., image of washing hands and brushing teeth at sink, image of deodorant in the restroom, etc.).

16. Teach the student how to do laundry.

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

18. 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 require immediate rewards or gratification to behave appropriately? If so, keep reading.

1. Get the student to keep a chart representing their own appropriate behavior so success is recognized.

2. Give the student positive feedback that indicates they are successful, competent, essential, valuable, etc., (e.g., give social reinforcement in place of concrete reinforcement).

3. Make sure that logical consequences follow appropriate behavior (e.g., recognition from the group for success, compliments, congratulations, etc.).

4. Minimize the emphasis on content rewards and increase the emphasis on intrinsic rewards (e.g., emphasize a job well done, improvement, personal success, etc.).

5. Give the student an abundance of concrete reinforcement so it may satisfy their need for gratification.

6. Show the task in an attractive and exciting manner with as much success built in as possible (e.g., the task should be inherently reinforcing).

7. Be sure to greet and acknowledge the student as often as possible rather than providing recognition only as a reinforcer.

8. Urge the student to save tokens, points, etc., over time for delayed reinforcement (e.g., make concrete reinforcement a goal rather than an instant need).

9. Make sure that reinforcement is not provided for unacceptable behavior (e.g., answering the student only when they make errors, answering the student when they misrepresent a need for help, etc.).

10. Talk regularly with the student to replace concrete reinforcement with social reinforcement.

11. Praise with tangibles less often as the student experiences more satisfaction with a job well done (i.e., intrinsic satisfaction begins to replace tangibles as reinforcement).

12. Make sure that reinforcement is used as a natural consequence for a job well done or for appropriate behavior.

13. Praise those students who can accept expanded periods between reinforcement.

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. Talk with the student to explain(a) what the student is doing wrong (e.g., asking for reinforcement as soon as a task is finished) and (b) what the student should be doing (e.g., waiting for reinforcement until the end of the learning experience or until an established time, saving tokens or points for reinforcement at a later time, etc.).

16. Praise the student as often as appropriate while slowly increasing the amount of time between reinforcement: (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. Give reinforcement at routine (schedule) intervals so the student learns that reinforcement is delayed but forthcoming (e.g., free time, end of the day, Friday afternoon, etc.).

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

19. 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.

20. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for tolerating expanded periods between reinforcement at school.

21. Draft an agreement with the student stipulating what behavior is required (e.g., working five minutes without asking for reinforcement) and what reinforcement will be available when the terms of the agreement have been met.

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

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