Academic and Behavioral Interventions

Are you looking for strategies to help students who are at risk for suicide? If so, keep reading. 1. Take the student away from the learning experience until they can demonstrate appropriate behavior and self-control.

2. 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 appropriate behavior at school.

3. 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.

4. Stop annoying or anxiety-producing situations from happening (e.g., give the student tasks on their capacity and ability level, give the student only the number of tasks that can be tolerated in one sitting, stop social interactions that encourage the student to threaten self-harm, etc.).

5. Talk regularly with the student to prevent self-abusive behavior by meeting the student’s needs as they happen.

6. 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.

7. Solidify on-task behavior by providing a full schedule of daily activities. Stop lag time from happening when the student will be free to take part in self-abusive behavior.

8. Move any object that the student may use to hurt themselves out of their surroundings.

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

10. Provide a positive/calm environment (e.g., positive remarks, acknowledgment of successes, quiet communications, etc.).

11. Give the student a quiet space to work (e.g., table, study area).

12. Minimize the emphasis on competition. Repeated failure may result in anger and frustration that may cause the student to try to hurt himself/herself.

13. Provide consistent expectations.

14. Let the student have input relative to making decisions (e.g., changing learning activities, choosing learning activities, deciding length of learning activities, etc.).

15. Give the student a selection of optional learning activities to be performed (e.g., if a learning experience results in harmful behaviors, an optional learning experience can be substituted).

16. Teach the student appropriate ways to deal with anxiety, frustration, and anger (e.g., move away from the stimulus, verbalize unhappiness, select another learning experience, etc.).

17. Teach the student problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan of action, and (e) carry out the plan.

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.

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

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

22. 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 self-destructive behavior? If so, keep reading.

1. Give the student a selection of optional learning activities to be performed (e.g., if a learning experience results in self-destructive behaviors, an optional learning experience can be substituted).

2. Teach the student appropriate ways to deal with anxiety, frustration, and anger (e.g., move away from the stimulus, verbalize unhappiness, select another learning experience, etc.).

3. 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.

4. Provide a consistent daily routine (schedule).

5. 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.).

6. Do not criticize. On occasions where 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 the student does not become involved in overstimulating learning activities.

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

10. Convey your feelings in a socially acceptable way.

11. 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?”).

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

13. Provide consistent expectations to lessen the likelihood of the student hurting themselves.

14. 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 amount of time required for reinforcement.

15. Praise those students in the classroom who engage in appropriate behaviors.

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. Talk with the student to explain(a) what the student is doing wrong (e.g., hurting self) and (b) what the student should be doing (e.g., talking about the situation, demonstrating self-control, problem-solving, etc.).

18. Praise the student for engaging in 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.).

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.

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

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

23. 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 self-destructive behavior? If so, keep reading.

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

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

3. 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 appropriate behavior at school.

4. 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.

5. Stop annoying or anxiety-producing situations from happening (e.g., give the student tasks on their capacity and ability level, give the student the number of tasks that can be tolerated in one sitting, stop social situations that encourage the student to become self-destructive, etc.).

6. Talk regularly with the student to prevent self-destructive behavior by meeting the student’s needs as they happen.

7. 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.

8. Solidify on-task behavior by providing a full schedule of daily activities. Stop lag time from happening when the student will be free to take part in self-destructive behavior.

9. Move any object that the student may use to hurt themselves out of their surroundings.

10. Give the student a quiet space to work (e.g., carrel or study area).

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

12. Teach the student appropriate ways to express displeasure, anger, frustrations, etc.

13. Provide a positive/calm environment (e.g., deliver positive remarks, acknowledgment of successes, quiet communications, etc.).

14. Minimize the emphasis on competition. Repeated failure may result in anger and frustration that may cause the student to try to hurt himself/herself.

15. 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.).

16. Let the student give input relative to making decisions (e.g., changing learning activities, choosing learning activities, deciding length of learning activities, etc.).

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

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 encourage students who embrace tasks and learning experiences? If so, keep reading.

1. Support the student in performing duties. As the student shows success, slowly require them to independently assume more responsibility.

2. Plan the student’s work and duties around highly enjoyable learning activities (e.g., the student may go to recess after the math assignment is finished).

3. Go with the student or have someone else escort the student to those activities they may be trying to avoid. As the student shows success, slowly decrease the duration of time you or someone else stays with the student.

4. Make positive remarks about school and the importance of school.

5. Praise those students in the classroom who are participating, performing tasks, or taking duties.

6. Assess the appropriateness of the task to determine (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is sufficient.

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. 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 appropriate behavior at school.

9. Draft an agreement with the student stipulating what behavior is required (e.g., participating, performing tasks, or taking duties) and which reinforcement will be implemented when the agreement has been met.

10. Praise the student for participating, performing tasks, or taking duties 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. Establish a time each day for everyone in the classroom to care for belongings.

12. Converse with the student to explain (a) what they are doing wrong (e.g., complaining, asking to leave the room, etc.) and (b) what they must be doing (e.g., reporting legitimate discomfort or needs).

13. 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.

14. Ascertain if physical discomfort is being used as an excuse to avoid situations and is not the result of a medical problem, neglect, or abuse.

15. Praise the student for participating, performing tasks, or taking duties: (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. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade33 of the Best Apps for Kids in the Tenth Grade20 of the Best Apps for Kids in the Eleventh Grade14 of the Best Apps for Kids in the Twelfth Grade

Are you looking for ways to teach students to embrace tasks and learning experiences? If so, keep reading.

1. Show the student that work not done during work time must be done during other times (e.g., leisure time, break time, after school, etc.).

2. Give the student a responsibility to be performed at several times throughout the day.

3. Show tasks and duties in the most attractive and exciting manner possible.

4. Talk regularly with the student to maintain their involvement in tasks, duties, etc.

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

6. Let the student attempt something new in private before doing so in front of others.

7. Find variables in their surroundings that cause the student to avoid situations, tasks, or duties; lessen or remove these variables from their surroundings.

8. Diversify the student’s tasks and duties so the student does not get tired of doing the same things.

9. Restrict the number of tasks and duties for which the student is responsible. As the student shows the capacity and ability to finish duties on time, slowly increase the number of tasks and duties.

10. Make sure the student has all the appropriate learning materials to get tasks and duties done on time.

11. Do not accept excuses. The student must know that, regardless of the reasons, it is appropriate that they take responsibility for not turning in a task, losing pencils, etc.

12. Take into account those things the student may be trying to avoid. If something unpleasant is causing the student to pretend to be sick, do all you can to eliminate or lessen the cause.

13. Provide the student a special job for tasks (e.g., collecting math papers, passing out learning materials, sharpening pencils, etc.) to do when the student finishes their work.

14. Provide instructions in a compassionate rather than menacing manner (e.g., “Please turn in your math paper.” rather than, “You had better turn in your math paper or else!”).

15. Sit down with the student and discuss a list of tasks, duties, etc., that they need to do.

16. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade33 of the Best Apps for Kids in the Tenth Grade20 of the Best Apps for Kids in the Eleventh Grade14 of the Best Apps for Kids in the Twelfth Grade

Are you looking for strategies to help students who try to avoid learning experiences ? If so, keep reading.

1. Select a peer to model appropriate participation, performance of tasks, or acceptance of duties for the student.

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

3. Provide the student tasks and duties they will enjoy performing (e.g., teacher assistant, line leading, chores in the classroom, etc.). As the student shows success, slowly introduce less desirable tasks and duties.

4. Follow up a less desirable learning experience with a more desirable learning experience, requiring the student to finish the first to perform the second.

5. Make sure the student knows that leaving the classroom may only be done at regularly scheduled intervals (e.g., during recess, break time, lunch, class changes, etc.).

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

7. Assess the appropriateness of the social setting concerning the student’s capacity and ability to function successfully (i.e., do not place the student with peers who are menacing to him/her).

8. Plan alternative learning activities for the student to perform or take part in if they have difficulty performing designated learning activities. As the student shows success, slowly remove the alternative learning activities.

9. Let the student leave the classroom to get learning materials from their locker, use the restroom, go to the nurse’s office, go to the counselor’s office, etc., after tasks are finished or duties are performed.

10. Give the student positive feedback that indicates they are successful, competent, essential, valuable, etc.

11. Get the student to record and chart their own appropriate behavior (e.g., participating in classroom learning activities, performing tasks, accepting duties, etc.).

12. Make sure that reinforcement is not provided for complaints of physical discomfort (e.g., allowing the student to leave the room, avoid tasks, leave school, etc.).

13. Request student input in planning the curriculum, extracurricular learning activities, etc.

14. Minimize the emphasis on competition. Competitive learning activities may increase the student’s anxiety and lessen the student’s capacity and ability to remember information.

15. 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 each day).

16. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.

28 of the Best Apps for Kids in Kindergarten28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade33 of the Best Apps for Kids in the Tenth Grade20 of the Best Apps for Kids in the Eleventh Grade14 of the Best Apps for Kids in the Twelfth Grade

Are you looking for tricks for teaching students to respond appropriately to construction criticism? If so, keep reading.

1. Let logical consequences happen when the student fails to respond properly to constructive criticism (e.g., make highly reinforcing learning activities contingent upon responding properly to redirection in academic and social situations).

2. Make sure that attention is not inadvertently given to the student for failing to respond properly to constructive criticism (i.e., remove attention from the student when they fail to respond properly to redirection in academic and social situations if the attention is reinforcing their unacceptable behavior).

3. Give sufficient time for the student to respond properly to constructive criticism.

4. Provide instructions concisely.

5. Support the student in responding properly to constructive criticism (e.g., help the student correct one or two things to get them started).

6. Create subsequent tasks to be performed the next day based on errors the student makes rather than requiring instant correction of work done incorrectly.

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

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

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. Make sure that your remarks are in the form of constructive criticism rather than criticism that can be perceived as personal, menacing, etc. (e.g., instead of saying, “You always make the same mistakes.” say, “A better way to do that might be … “).

12. Praise those students in the classroom who respond properly to constructive criticism.

13. 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.

14. Talk with the student to explain(a) what the student is doing wrong (e.g., yelling, cursing, making derogatory remarks, crying, etc.) and (b) what the student should be doing (e.g., asking for instructions, help, clarification, etc.).

15. Reward others for accepting the errors they make.

16. Let the student attempt something new in private before doing so in front of others.

17. Give constructive criticism in a private setting rather than in front of others.

18. Praise the student for responding appropriately to constructive criticism: (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. Consider using a classroom management app. Click here to view a list of apps that we recommend.

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

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

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

Are you looking for ways to teach students to respond appropriately to construction criticism?? If so, keep reading.

1. Make sure the student receives sufficient, positive reinforcement whenever they are responding appropriately.

2. Assess criticism to make sure it is constructive and positive.

3. Get the student to question anything they do not understand while performing tasks.

4. Urge the student to check and correct their own work.

5. Show the student that constructive criticism is meant to be helpful, not menacing.

6. Minimize the emphasis on competition and perfection. A highly competitive atmosphere or repeated failure may cause the student to react in unacceptable ways to constructive criticism from others.

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

8. Give the student academic tasks that can be self-reviewed.

9. Observe the student while they are performing tasks to monitor quality.

10. Give the student clearly stated criteria for acceptable work.

11. Make sure that constructive criticism is tactfully conveyed.

12. Assist at the same time constructive criticism is delivered.

13. Require a demonstration of capacity and ability rather than having the student perform the entire task or learning experience again (e.g., work a few problems correctly rather than repeating the entire task).

14. Select a peer to model appropriate responses to constructive criticism for the student.

15. Get the student to question any directions, explanations, and instructions not grasped.

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

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

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

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 to respond appropriately to construction criticism? If so, keep reading.

1. Praise the student for responding appropriately to constructive criticism based on the number of times the student can be successful. As the student shows success, slowly increase the number of appropriate responses required for reinforcement.

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

3. Draft an agreement with the student stipulating what behavior is required (e.g., responding properly to constructive criticism) and which reinforcement will be implemented when the agreement has been met.

4. 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 responding appropriately to constructive criticism or remarks at school.

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 for the task is sufficient.

6. Show appropriate ways to respond to constructive criticism.

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

8. Give the student positive feedback that indicates they are successful, competent, essential, valuable, etc.

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

10. Assess the appropriateness of the social situation concerning the student’s capacity and ability to function successfully.

11. Organize their surroundings in such a way that the teacher is the only one providing constructive criticism. As the student learns to accept constructive criticism from the teacher, allow input from others.

12. Give constructive criticism in private.

13. Give constructive criticism equally to all members of the class.

14. Give constructive criticism when the student is most likely to demonstrate an appropriate response.

15. Make sure that positive reinforcement is not inadvertently given for unacceptable responses (e.g., lowering expectations because the student becomes upset when constructive criticism is delivered).

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

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

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

19. 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 think everyone dislikes them? If so, keep reading.

1. Dissuade the student from engaging in those learning activities that cause them unhappiness.

2. Help the student find things they wish were in their surroundings and work with the student toward those goals.

3. Teach the student alternative ways to deal with unpleasant social interactions during the school-age experience (e.g., deal with problems when they arise, practice self-control at all times, share problems or concerns with others, etc.).

4. Teach the student alternative ways to express unhappiness (e.g., written, spoken, etc.).

5. Talk with the student to explain that they may be trying too hard to fit in and that they should relax and let friendships to happen naturally.

6. Praise those students in the classroom who properly interact with other students.

7. Get the student to be the leader of a cooperative learning experience if they possess a mastery of skills or an interest in that area.

8. Provide the student the responsibility of tutoring a peer if they possess the skills to be shared.

9. Give the student a predetermined signal (e.g., oral signal, hand signal, etc.) when they begin to demonstrate unacceptable behaviors when interacting with others (e.g., whining, fighting, throwing objects, refusing to share, etc.).

10. Provide maximum supervision of the student’s interaction and slowly decrease the amount of supervision over time.

11. Provide the student with duties in group situations so peers may view the student more positively.

12. Urge the student to further develop any capacity, ability, or skill they have so peers may view the student more positively.

13. Assist the student in identifying their unacceptable behaviors and teaching them ways to change those behaviors.

14. Ask the student to select a peer to work with on a specific task. Urge the student and peer to interact with each other in nonacademic areas (e.g., recess, lunch, break time, etc.).

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

16. Do not force the student to interact with students with whom they are not entirely comfortable.

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

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.

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

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

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