Academic and Behavioral Interventions

Are you looking ways to teach students not to tattle? If so, keep reading.

1. If the student has difficulty playing nicely with others, do not let them have playtime.

2. Make sure that others are friendly and cooperative when interacting with the student.

3. Urge the student to play with peers who do not tattle.

4. Inform the student that before tattling, make sure the situation is essential enough to involve an adult.

5. Do not force the student to play with other children. Let the student pick their own friends.

6. Ascertain what the student most regularly tattles about (e.g., not playing a specific game fairly, someone calling names, someone playing with a specific toy, etc.), and remove whatever it is from the student’s situation (e.g., take the game away, do not have the student interact with someone who calls them names, remove the toy that always causes problems, etc.).

7. Ascertain if there is a legitimate reason for the student to report the behavior of others (another student may be playing too roughly, breaking toys, etc.).

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

9. Make sure there are enough learning materials for all students so that sharing is not a problem.

10. Select a peer to model appropriate behavior for the student.

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 not tattling.

12. Draft an agreement with the student stipulating what behavior is required (e.g., not tattling) and which reinforcement will be implemented when the agreement has been met.

13. 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.

14. Praise those students in the classroom who do not tattle.

15. 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.

16. Converse with the student to explain (a) what the student is doing wrong (e.g., tattling) and (b) what the student should be doing (e.g., paying attention to their own learning activities ).

17. Praise the student for demonstrating 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.).

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

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

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

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

Are you looking for strategies to teach students not to tattle? If so, keep reading.

1. Make sure the student knows what information is appropriate to report (e.g., peers’ emergencies, injuries, fighting, etc.).

2. Make sure the student knows what information is not appropriate to report (e.g., peers whispering, not working, copying, wasting time, etc.).

3. Provide mobility to prevent the student’s need to tattle. If you see behavior happen, it will not be appropriate for the students to call attention to it.

4. Do not inadvertently reinforce tattling by overreacting.

5. Make decisions based on what you observe rather than what is reported to you to keep objectivity.

6. Embody appropriate behavior for the student. Publicly praise and privately redirect student behavior.

7. Minimize the emphasis on competition. A highly competitive environment may increase the likelihood of tattling.

8. Explain the logical consequences of tattling to the student (e.g., peers will not want to interact with them, peers will retaliate, etc.).

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

10. On occasions where the student comes to you to tattle, stop, and ask the student, “Is this something that is so essential that you need to come to me?” “Is someone hurt?” “Is this something you can solve without me?” etc.

11. 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.

12. Do not listen to the student. Immediately stop the student when tattling begins.

13. Make sure the student does not go to another adult when you don’t respond to their tattling.

14. Minimize the chance for the student to be in competitive learning activities that may cause tattling.

15. Immediately remove the student from interacting with others when tattling begins.

16. Be firm, fair, and consistent when dealing with tattling. Do not let tattling go one time and expect appropriate behavior the next time.

17. Create a list of the number of times each day the student tattles. Make the student aware of the number of times each day they come to you to tattle.

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

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

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

21. 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 write and pass notes? If so, keep reading.

1. Give a full schedule of daily activities. Stop lag time from happening when the student can take part in writing and passing notes.

2. Place the student near the teacher.

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

4. Talk regularly with the student to monitor their behavior.

5. Take the student away from peers with whom they are writing and passing notes.

6. Give students frequent chances to interact with one another (e.g., before and after school, between learning activities, etc.).

7. Utilize “note writing” as a language arts learning experience each day.

8. Make sure the student knows the consequences of writing and passing notes.

9. Be firm, fair, and consistent when delivering consequences to those students who write and pass notes.

10. Establish a time each day when the student is permitted to write notes to other students.

11. Make sure the student knows that passing notes when someone else is talking or giving instructions is rude.

12. Do not provide too much free time for the student.

13. Select a peer to model appropriate behavior for the student.

14. 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 not writing and passing notes at school.

15. Draft an agreement with the student stipulating what behavior is required (e.g., not writing and passing notes) and which reinforcement will be implemented when the agreement has been met.

16. Praise the student for not writing and passing notes 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.

17. Praise those students in the classroom who do not write and pass notes.

18. 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.

19. Converse with the student to explain (a) what the student is doing wrong (e.g., writing and passing notes) and (b) what the student should be doing (e.g., working quietly).

20. Praise the student for demonstrating appropriate behavior: (a) give the student an informal 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.).

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

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

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

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

Are you looking for ways to teach students not to retaliate? If so, keep reading.

1. Urge the student to think through the idea of “getting back” at others: (a) think about the thoughts and feelings of others (e.g., the person who is the focus of the “get even” reaction, family members and friends of both parties, classmates, school administration, etc.) if revenge occurred; (b) think about the potential consequences to themselves if revenge occurred; (c) find positive alternatives to revenge; (d) find thoughts/feelings of others should the positive alternative be attempted; and (e) find thoughts/feelings of himself/herself should the positive alternatives be attempted.

2. Give the student a clear chain of command they and others in their surroundings need to use to process complaints, grievances, etc. Practice each communication link and praise the student for resorting to the chain of command.

3. Working alongside the student, create coping techniques tailored to individual preferences and abilities (e.g., taking two slow, deep breaths; moving to another part of the classroom to calm down; head on table or desk for 20 seconds; etc.).

4. Give the student the chance to connect with role models from the community who have success stories to relate. Enlist these community heroes in identifying revengeful behavior as damaging and undesirable.

5. Give positive learning activities to (a) give the student matters of interest to focus upon, think through, and act upon other than revenge; (b) give the student chances to experience success (this may help decrease stress related to frustration); and (c) give the student positive, structured chances to work with others to urge productive teamwork and hopefully render vengeful thoughts/ behaviors counterproductive.

6. Allow the student to focus on their actions and behaviors by developing a daily schedule with them. Praise the student for (a) initiating schedule development, (b) beginning scheduled learning activities independently, (c) following their schedule, (d) finishing scheduled learning activities, and ( e) making positive attempts at working on the schedule and on scheduled learning activities.

7. Give the student frequent, natural chances to feel successful daily.

8. Minimize the emphasis on competition. Competitive learning activities may encourage unacceptable behavior. Let the student work in small groups or teams on learning activities, but structure team learning opportunities, so these are not competitive by establishing ways of providing merit for each group’s efforts.

9. Monitor the student who is sensitive to failure and who may voice or attempt retribution. Give positive alternative learning activities instead of ongoing learning activities when the student indicates signs of frustration or overstimulation.

10. When a schedule has been created with student involvement, make sure the student receives assistance to achieve success the first few days. As the student shows success, slowly decrease assistance.

11. On occasions where providing the student with the chance to work with others, try to assure that they will complement the group based upon the unique interests and skills they will contribute. Refrain from grouping students totally by capacity and ability, and give small groups structure and monitoring.

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

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

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

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

Are you looking for strategies to teach students not to retaliate? If so, keep reading.

1. Praise the student for working through their difficulties with others without resorting to revenge: (a) give the student a concrete reward (e.g., line leader status, five minutes free time, classroom privileges, etc.) or (b) give the student an informal behavior (e.g., praise, handshake, smile, etc.).

2. Draft an agreement specifying expected behavior (e.g., refraining from hurting others or destroying their property, etc., when they feel someone has wronged them) and what reinforcement will be available when the terms of the agreement have been met.

3. Connect with parents regarding the student’s progress with social and communication skills to replace retributive behavior. Urge parents to reinforce the student for the use of positive social skills at school, at home, and in community environments.

4. Give the student positive role models who do not use revenge to problem solve.

5. Be aware that the student who expresses and/or acts upon thoughts of revenge may be needing additional services and supports (e.g., counseling).

6. Utilize role-play to explore situations in which someone tries to repay “a wrong with a wrong.” Talk about the situation and arrive at positive alternatives that could happen rather than revenge. Explore the benefits the “wronged person” may realize by choosing positive responses rather than revenge.

7. The student may not know how to actively, positively self-advocate. Give the student information and training through problem-solving techniques (e.g., find the problem, generate positive solutions, implement a solution, assess the effectiveness of the problem-solving plan, and modify if appropriate).

8. Role model problem-solving techniques to replace attempts at revenge.

9. Give outlets for the student who expresses and/or acts upon thoughts of revenge (e.g., artwork, diary writing or self-recording, etc.).

10. Provide close supervision of the student who expresses or attempts to act upon thoughts of revenge.

11. On occasions where a dispute occurs, meet with both parties separately and privately to hear each side of the story. Assist each party in finding positive alternatives to problem-solve. Working together, determine a positive course of action that would eliminate the need for revenge by anyone.

12. On occasions where working with a student who maintains they are being slighted or wronged by another, always listen and respond as objectively as possible. Do not indicate to the student that you think they are lying about another, because they may then “shut you out” and not meaningfully participate in problem-solving with you.

13. Inform the student you care about their thoughts and feelings. On occasions where reality is not consistent with the student’s thoughts, feelings, or perceptions, present the inconsistency by saying something like, “I know this is how you think and feel about the situation, but this is what other people saw.”

14. The student who is undergoing personal stress may be more likely to express and/or act upon thoughts of revenge. Give the student information and instruction on stress-management techniques.

15. The student may not know how to form friendships. Give the student closely supervised chances to meet others in leisure and social functions.

16. Support the student in actively implementing sensible, positive alternative to revenge, but make sure the student (a) is calm (e.g., no longer feeling hostile), (b) has developed their thoughts and plans in the event the positive alternative doesn’t work (e.g., will use coping skills and positive forms of self-expression, etc.), (c) has developed a “Plan B” that consists of another chosen positive alternative to try, and ( d) will assess the effectiveness of their approach with the teacher after this has been attempted.

17. On occasions where incidents happen during a day in which someone could have behaved in a vindictive fashion but chose a positive alternative instead, reinforce that student for their choice.

18. The student may associate “bad feelings” with “being bad.” Urge the student to instead view themselves as excellent and to accept their feelings. Urge the student to view the choices they make as either acceptable or unacceptable, poor/excellent, etc.

19. Refrain from inadvertently reinforcing a student for their expressed aggressive thoughts, such as thoughts about “paying someone back.” Give the student more oral response for positive actions you would like to see again to prevent or discourage the student from expressing and trying to act upon aggressive thoughts for attention.

20. In the interests of individual and group safety, never assume a student will not carry out expressed plans for revenge. Always give the student and any potential victims with close monitoring.

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

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

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

24. 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 accept tutoring? If so, keep reading.

1. Organize a sociometric learning experience with the class to ascertain those peers who would most prefer to interact with the student in tutoring situations.

2. Make sure that the student shows appropriate behavior in tutoring situations prior to pairing them with a peer.

3. Make sure the student knows that interacting with peers in tutoring situations is contingent upon appropriate behavior.

4. Observe tutoring situations closely so peers with whom the student interacts do not encourage unacceptable behavior.

5. Make sure that the tutoring situation is not so stimulating that it makes successful interactions with peers complicated.

6. Minimize the emphasis on competition. Failure may encourage unacceptable behavior in tutoring situations.

7. Teach the student problem-solving skills so they may better handle problems that may happen in interactions with peers in tutoring situations (e.g., talking, walking away, calling upon an arbitrator, compromising, etc.).

8. Find the peer with whom the student is most likely to be able to interact successfully in tutoring situations (e.g., a student with similar interests, background, classes, behavior patterns, nonacademic schedule, etc.).

9. Using observation and interviews with other students, determine those characteristics of the student that interfere with successful interactions during tutoring situations. Ascertain skills or behaviors the student needs to create for successful interactions.

10. Organize the learning activities of the tutoring situation according to the needs/abilities of the student (e.g., create rules, limit the stimulation of the learning experience, limit the length of the learning experience, consider the time of day, etc.).

11. Restrict chances for interaction in tutoring situations on those occasions in which the student is not likely to be successful (e.g., the student has experienced academic or social failure prior to the scheduled tutoring learning experience).

12. Choose nonacademic learning activities (e.g., board games, model school building, coloring, etc.) designed to enable appropriate interaction between the student and peers.

13. Get the student to practice appropriate interactions with the teacher in tutoring situations.

14. Make sure the student can successfully take part in the tutoring learning experience (e.g., the student knows the rules, the student is familiar with the learning experience, the student will be compatible with the other students engaged in the free-time learning experience, etc.).

15. Make sure the student knows that failing to interact properly with peers during tutoring learning activities may result in removal from the learning experience and/or loss of future chances to participate.

16. Get the student to take part in the tutoring situation with peers for short periods. As the student shows success, slowly increase the length of time.

17. Give an appropriate place for the tutoring situation (e.g., quiet comer of the classroom, near the teacher’s desk, etc.).

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

19. Do not force the student to work in a tutoring situation with a peer with whom they are not entirely comfortable.

20. Give the student a predetermined signal when they begin to display unacceptable behaviors in a tutoring situation with peers.

21. Let the student attempt something new in private before doing so in a tutoring situation with peers.

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

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

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

25. 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 refused to be tutored? If so, keep reading.

1. Praise the student for working properly with peers in a tutoring 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.).

2. Converse with the student to explain (a) what they are doing wrong (e.g., not paying attention to the tutor, arguing with peers, etc.) and (b) what they must be doing (e.g., paying attention to the tutor, doing their own work, etc.).

3. Create tutoring 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.

4. Praise those students in the classroom who work properly with peers in a tutoring situation.

5. Praise the student for working properly with peers in a tutoring situation based on the duration of time they can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

6. Draft an agreement with the student stipulating what behavior is required (e.g., paying attention to the tutor, taking turns, sharing learning materials, etc.) and which reinforcement will be implemented when the agreement has been met.

7. 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 working properly with peers in a tutoring situation at school.

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 duration of time scheduled for the task is sufficient.

9. Select a peer to model working properly with peers in a tutoring situation for the student.

10. Get the student to question any directions, explanations, and instructions they do not understand.

11. Make sure that the student and peer tutor are compatible (e.g., the student accepts their role in the tutoring situation, the student and peer tutor are accepting of one another, the peer tutor has skills and knowledge to share, etc.).

12. Make sure that the chance to work with a peer tutor is contingent upon appropriate behavior prior to and during the tutoring situation.

13. Make sure that the students being tutored together are on the same capacity and ability level.

14. Teach the student appropriate behavior for peer tutoring situations (e.g., follow instructions, work quietly, etc.).

15. Observe tutoring situations closely to make sure that the student’s behavior is appropriate, the task is appropriate, they are learning from the situation, etc.

16. Make sure the tutoring learning experience involves practice, drill, or repetition of information or skills previously presented.

17. Ascertain the peers with whom the student would most prefer to interact in tutoring situations and attempt to group these students together for peer tutoring.

18. Select outgoing, non-menacing peers to be tutors.

19. Organize their surroundings so the student has many chances for success in tutoring situations.

20. Assign the student to tutoring situations in which they are likely to interact successfully with peers being tutored.

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

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

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

24. 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 make efficient use of their time? If so, keep reading.

1. Let the student go to other classrooms for specific learning activities during free time (e.g., typing, home economics, industrial arts, etc.).

2. Make sure that free time is contingent upon academic productivity and accuracy (e.g., the student must finish three learning activities with 80 percent accuracy before participating in free time).

3. Make sure that the free-time learning experience does not overstimulate and cause the student to demonstrate unacceptable behavior.

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

5. Make sure the student can successfully take part in the free-time learning experience (e.g., the student knows the rules, the student is familiar with the learning experience, the student will be compatible with other students engaged in the learning experience, etc.).

6. Make sure the student knows that failing to make appropriate use of free time may result in the termination of free time and/or loss of chance to earn free time.

7. Separate the student from the peer(s) who stimulates the student’s unacceptable use of free time.

8. Praise the student for making appropriate use of free time: (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.).

9. Make sure the student knows that failure to conclude learning activities and return to tasks may result in the loss of chance to earn free time.

10. Join in free-time learning activities with the student to model appropriate use of free time.

11. Put free-time learning materials (e.g., paper, pencil, glue, crayons, games, etc.) in a place where the student can access them on their own.

12. Give high interest free-time learning activities for the conclusion of tasks (e.g., listening to music, reading, socializing, going to another part of the school building, etc.).

13. Give sign-up sheets for free-time learning activities.

14. Give supervision of free-time learning activities to monitor the student’s appropriate use of free time.

15. Give the student a list of quiet learning activities to take part in when they finish tasks early.

16. Give the student frequent short-term, free-time learning activities so they can learn to finish free-time projects at another time and be willing to go back to tasks.

17. Give things of interest to the student during free time (e.g., headphones, coloring books, reading content, etc.).

18. Praise the student for making appropriate use of free time 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.

19. Ensure that the student knows the length of free time available when beginning a learning experience.

20. Praise those students in the classroom who make appropriate use of free time.

21. Converse with the student to explain (a) what the student is doing wrong (e.g., talking loudly, getting out of seat, etc.) and (b) what they must be doing (e.g., talking quietly, sitting quietly, etc.).

22. Draft an agreement with the student stipulating what behavior is required (e.g., talking quietly, sitting quietly, studying, etc.) and which reinforcement will be implemented when the agreement has been met.

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

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

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

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

Are you looking for strategies to teach students to make efficient use of their time? If so, keep reading.

1. Make sure that tasks are scheduled to minimize free time.

2. Designate a peer for the student to interact with during free time.

3. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for making appropriate use of free time at school.

4. Create, with the student, a list of high interest free-time learning activities that require varying amounts of time to perform.

5. Do not provide too much free time for the student.

6. Urge the student to assist younger peers in free-time learning activities.

7. Urge the student to plan the use of free time in advance.

8. Urge the student’s peers to include them in free-time learning activities.

9. Create centers of high interest learning activities at appropriate levels of difficulty for the student’s use during free time.

10. Create free-time rules: • Find a learning experience. • Spend time quietly. • Remain in designated areas. • Put learning materials away when free time is over. Examine rules often. Praise students for following the rules.

11. Assess the appropriateness of free-time learning activities to ascertain whether the student can be successful with the learning experience and the duration of time scheduled.

12. Find academically related free-time learning activities for the student to perform (e.g., flash card learning activities with peers; math, reading, or spelling board games; etc.).

13. Give the student a special responsibility during free time (e.g., grading papers, straightening books, feeding pets, etc.).

14. Give a quiet, reasonably private area where the student can do anything during free time.

15. Provide the student an individual schedule to follow so that when a learning experience is finished, they know what to do next.

16. Get the student to be a peer tutor during free time.

17. Get the student to act as a teacher’s assistant during free time.

18. Get the student to begin an ongoing project during free time that will be a regular free-time learning experience.

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

20. Select a peer to model appropriate use of free time for the student.

21. Find a specific learning experience for the student to take part in during free time.

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

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

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

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

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