Academic and Behavioral Interventions

Are you looking for ways to support students who do not appear to be happy? If so, keep reading.

1. Make sure that reinforcement is not inadvertently given when the student does not smile, laugh, or demonstrate happiness (e.g., paying attention to the student only when they show unhappiness).

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

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

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

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

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

7. Urge the student to interact with others.

8. Give the student frequent chances to meet new people.

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

10. Convey your feelings in a socially acceptable way.

11. Assess the appropriateness of the task to ascertain (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is appropriate.

12. Connect with parents, agencies, or appropriate parties to inform them of the problem, identify the cause of the problem, and discuss potential solutions to the problem.

13. Praise those students in the classroom who take part in classroom learning activities or special activities.

14. Urge the student to take part in classroom learning activities or special activities.

15. Praise the student for demonstrating happiness when appropriate: (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 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 do not appear to be happy? If so, keep reading.

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

2. Ascertain which learning activities the student prefers.

3. Minimize or discontinue competitive learning activities. Repeated failure reduces the enjoyment of the learning experience.

4. Make every attempt to maintain a positive atmosphere in the classroom (e.g., cooperative group learning activities, positive motivation strategies, positive communications, etc.).

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

6. Include the student in classroom/group learning activities (e.g., invite the student to join a group, designate the student a part or responsibility in a learning experience, etc.).

7. Indicate a need for the student’s involvement in a learning experience (e.g., the student is a part of the class/learning activities, is valued, and needed, etc.).

8. Include fun and enjoyable learning activities as a part of the daily curriculum.

9. Converse with the student to explain (a) that you recognize they are unhappy and (b) appropriate ways to deal with unhappiness.

10. Refrain from discussions of topics sensitive to the student (e.g., divorce, death, unemployment, alcoholism, etc.).

11. Be sure to greet or acknowledge the student as often as possible (e.g., greet in hallways or the cafeteria, welcome to class, acknowledge a job well done, etc.).

12. Use the student’s accomplishments (e.g., publicly, or privately, depending on which is most appropriate).

13. Talk regularly with the student.

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

15. Make sure that interactions with the student are natural and not contrived.

16. Assist the student in creating a friendship by assigning them to work with a peer on a learning experience, project, etc.

17. Get the student to finish a reinforcer survey to ascertain their interests, favorite learning activities, what is rewarding to the student, etc., and use the information obtained to maintain a pleasant atmosphere at school for the student.

18. Get peers to invite the student to take part in school and extracurricular learning activities.

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

20. Take time to talk with the student so the student realizes that the teacher’s interest in them is genuine.

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.

Are you looking for hacks to encourage students to take the consequences of their behavior seriously? If so, keep reading.

1. Be sure to take every chance to explain to the student that it is their behavior that determines whether consequences are positive or negative.

2. Highlight the consequences of other students’ behavior as they happen (e.g., the chance to point out that consequences happen for all behavior and for all persons).

3. Stop the student from becoming overstimulated by a learning experience(e.g., frustrated, angry, excited, etc.).

4. 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.

5. Get the student to list the pros and cons of an action and determine if the pros outweigh the cons before they take action.

6. Talk with a mental health provider about the student’s failure to consider the consequences of their behavior.

7. Help the student find the situations in which they are most likely to fail to consider the consequences of their behavior. After they have identified these situations, have them think of ways to minimize their occurrences.

8. Observe the student closely in situations in which they are likely to act impulsively without considering the consequences (e.g., keep close physical proximity, keep eye contact, regularly connect with the student, etc.).

9. Give the student more decision-making chances relative to class learning activities and tasks.

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

11. Show an interest in the student (e.g., acknowledge the student, ask the student’s opinion, spend time working one-to-one with the student, etc.).

12. Allow the student to earn those things they want or need so that they will not engage in unacceptable behavior to get them (e.g., lying or stealing to get something essential to him/her).

13. Make sure the student knows that consequences naturally follow behavior. You do not make the consequence happen; it is their behavior that makes the consequence happen.

14. Provide the student with duties in the classroom (e.g., teacher assistant, peer tutor, group leader, etc.).

15. Refrain from competition. Failure may cause the student to ignore the consequences of their behavior.

16. Urge the student to consider the consequences of their behavior before engaging in any learning experience.

17. Provide logical consequences to help the student in learning that their behavior determines the consequences that follow (e.g., work not done during work time has to be made up during leisure time, what they waste or destroy has to be replaced by him/her, etc.).

18. Stop peers from engaging in those behaviors that would cause the student to fail to consider or regard the consequences of their behavior (e.g., keep other students from upsetting the student).

19. Do not let the student use ADHD as an excuse. Hold the student responsible for their actions. However, understand how to accept the problems that ADHD brings into the student’s life while they are learning to make accommodations.

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.

Are you looking for ways to teach students to take the consequences of their behavior seriously? If so, keep reading.

1. Make the consequence of a behavior obvious by identifying the consequence as it occurs and discussing alternative behavior that would have prevented the particular consequence.

2. Praise those students in the classroom who engage in appropriate behavior.

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

4. Make sure that the student knows the relationship between unacceptable behavior and the consequences that follow.

5. Get the student to review the consequences of their behavior with someone they trust. Get the student to consider various choices they could have made and the various outcomes.

6. Get the student to make a list of consequences associated with regularly occurring behaviors (e.g., by disrupting others, the student will be perceived as unmannerly; by behaving aggressively, the student will cause people to avoid him/her).

7. Show the student when they failed to consider the consequences of their behavior, what they did wrong, what they should have done, and why.

8. Make sure that consequences are delivered continuously for behavior demonstrated (e.g., appropriate behavior results in positive consequences, and unacceptable behavior results in negative consequences).

9. Every time a consequence is delivered, whether it is positive or negative, have the student explain to you why they think it happened.

10. Give a learning experience that emphasizes the cause-and-effect relationship between unacceptable behavior and the inevitability of some form of consequence (e.g., both negative and positive behaviors and consequences).

11. Talk with the student to explain(a) what they are doing wrong (e.g., taking action before thinking about what they are doing) and (b) what they must be doing (e.g., considering consequences, thinking about the correct response, considering other persons, etc.).

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

13. Praise the student for engaging in appropriate behavior: (a) give the student a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

14. 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.

15. Tell the student that it is their behavior that determines whether consequences are positive or negative.

16. Give the student logical consequences for unacceptable behavior(e.g., for disturbing others during group learning activities, the student should have to leave the learning experience).

17. Provide a routine (schedule) that will minimize erratic or impulsive behavior that may result in negative consequences.

18. Talk with the student about the need to avoid situations in which they may take part in risky behavior (e.g., if they are more likely to drive fast when their friends are in the car, do not drive with friends in the car; abstain from drinking alcohol during parties, etc.).

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

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

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 strategies to help students who disregard the consequences of their behavior? If so, keep reading.

1. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for engaging in appropriate behaviors at school.

2. Notify others who will be working with the student (e.g., teachers, principal, clerks, etc.) about the student’s tendency to ignore the consequences of their behavior.

3. Let logical consequences happen (e.g., hitting others will result in suspension, stealing will result in being fined, etc.) due to the student’s failure to consider the consequences of their behavior.

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

5. Conference with the student’s parents, a school official, a social worker, a mental health worker, etc., about the student’s failure to consider the consequences of his/her behavior.

6. Organize ·their surroundings to limit chances for unacceptable behavior (e.g., keep the student engaged in learning activities, have the student seated near the teacher, keep visibility to and from the student, etc.).

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

8. Assist the student in realizing that all behavior has negative or positive consequences. Urge the student to practice behaviors that will lead to positive consequences.

9. Take into account the student’s age and capacity and ability level before expecting them to think before acting.

10. Teach the student to “stop and think” when they begin to do something without thinking first.

11. Teach the student to stop and think about the consequences of their behavior before behaving in a specific manner.

12. Urge the student to pause and consider his/her thoughts before acting on them.

13. Teach yourself and others about ADHD to increase comprehension and accommodation of impulsive behavior.

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

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

16. Assist the student in creating an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their failure to consider the consequences of their behavior.

17. Teach the student to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

18. Teach problem-solving skills: • Find the problem. • Find the goals and objectives. • Create a strategy/plan for action. • Carry out the plan. • Assess the results.

19. Talk about consequences with the student before they begin a learning experience (e.g., cheating in a game will result in the game ending and people not playing again).

20. Immediately stop the student from behaving improperly and discuss the consequences of the behavior with him/her.

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 hacks for motivating students who think everyone dislikes them? If so, keep reading.

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

2. Do not assume that the student is being treated nicely by other students. Peers may be stimulating the student’s unacceptable behavior.

3. Urge the student to interact with others.

4. Give the student frequent chances to meet new people.

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

6. Make sure the student is not demonstrating a lack of confidence to get the attention of others.

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. Record the number of times the student orally expresses that others do not like or care about them to make the student aware of the frequency.

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 interacting properly with others at school.

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

11. Take the student away from the group until they can interact properly with others.

12. Communicate to the student that they are a worthwhile individual.

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. Praise those students in the classroom who make positive, compassionate remarks to the student.

15. Praise the student for interacting with others: (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. Find individuals with whom the student may communicate their concerns (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

17. Praise the student for interacting with others 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.

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 strategies to help students who think everyone dislikes them? If so, keep reading.

1. Give the student as many academic and social success as possible so peers may view them more positively.

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

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

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

5. Take the time to listen so the student realizes your concern and interest.

6. Find more appropriate ways for the student to express their feelings.

7. Minimize stimuli that contribute to the student’s oral expression of unhappiness (e.g., seek input from the student as to what upsets him/her).

8. Separate the student from the peer(s) who stimulates the oral expression of unhappiness.

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

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

11. Urge the student to take part in extracurricular learning activities that will help create skills that are appropriate to interact properly with others at school.

12. Make sure that oral expressions of unhappiness are not inadvertently reinforced (e.g., attention, getting their way, etc.).

13. Give the student alternative learning activities to perform in case some learning activities prove upsetting.

14. Minimize the emphasis on competition. Repeated failure may cause the student to feel that others do not like or care about him/her.

15. Urge and help the student to make friends (e.g., pair the student with a peer; when that relationship is successful, include other students).

16. On occasions where logical consequences occur as a result of the student’s displays of unhappiness, point them out to them (e.g., peers prefer not to interact with the student).

17. Give the student as many positive interactions as possible (e.g., recognize the student, greet the student, compliment attire, 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.

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 are at risk for suicide? If so, keep reading.

1. Provide a consistent daily routine (schedule).

2. Do not let the student be unsupervised anywhere in the school environment.

3. 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.).

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

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

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

7. Maintain trust and confidentiality with the student at all times.

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

9. 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.).

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

11. Praise those students in the classroom who engage in appropriate behavior.

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., menacing to self) and (b) what the student should be doing (e.g., talking about the situation, demonstrating self-control, problem-solving, etc.).

14. 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.).

15. Convey concerns and communicate fears to the administration and seek a referral to an agency for investigation of abuse or neglect.

16. Examine the possibility of the student being involved in the use of drugs or alcohol.

17. Become a resource for parents by providing information on agencies, counseling programs, etc.

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

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 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.