Academic and Behavioral Interventions

Are you looking for strategies to help students who have trouble finishing learning experiences? If so, keep reading.

1. Organize their surroundings to give the student increased chances for help or assistance.

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

3. Get the student to keep a record (e.g., chart or graph) of their performance in finishing tasks.

4. Connect clearly to the student the duration of time they have to finish a task.

5. Get the student to time tasks to monitor personal behavior and accept time limits.

6. Show the task in the most exciting and attractive manner possible.

7. Provide mobility to assist the student.

8. Organize time units so the student knows how long they have to work and when the work must be finished.

9. Give the student more than enough time to finish a learning experience. As the student shows success, slowly decrease the amount of time given to finish a learning experience.

10. Provide instructions in an assortment of ways to enable the student’s comprehension (e.g., if the student fails to understand oral instructions, present them in written form).

11. Get the student to repeat the instructions orally to the teacher.

12. Rewrite instructions at a lower reading level.

13. Provide oral instructions in a more basic manner.

14. Give the student shorter tasks but given more regularly.

15. Give the student a schedule of learning activities so they know what and how much there is to do in a day.

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

17. Indicate what is to be done for the conclusion of the task (e.g., indicate definite starting and stopping points, indicate a minimum requirement, etc.).

18. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for hacks to motivate students to start learning activities? If so, keep reading.

1. Give the student a sample of the task/learning experience that has been partially finished by a peer or teacher (e.g., book reports, projects, etc.).

2. Do not require the student to finish the task/learning experience in one sitting.

3. Make sure that the student has all the learning materials needed to perform the task.

4. Give the student the option of performing the task at another time (e.g., earlier in the day, later, on another day, etc.).

5. Provide instructions before handing out learning materials.

6. Make sure the student achieves success when following instructions.

7. Get the student to explain to the teacher what they think should be done to finish the task/learning experience.

8. Show the student that work not done during work time will have to be made up at other times (e.g., at recess, before school, after school, during lunchtime, break time, etc.).

9. Teach the student directions/instructions (e.g., listen carefully, write down essential points, ask for clarification, and wait until all instructions are received before beginning).

10. Give clearly stated instructions, written or oral (e.g., make the instructions as simple and concrete as possible).

11. Talk regularly with the student to help them follow instructions for the learning experience.

12. Give alternatives to the traditional format for instructions (e.g., record instructions, summarize instructions given by peers, etc.).

13. Practice directions/instructions on nonacademic tasks.

14. 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.

15. Require that tasks done incorrectly, for any reason, be redone.

16. Create task rules (e.g., listen to instructions, wait until all instructions are given, ask questions about things that you do not understand, start tasks only when you are sure about what is required, make sure you have all appropriate learning materials, etc.).

17. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for ways to help students who have issues starting learning activities? If so, keep reading.

1. Assist the student with the first few things on a task. As the student shows success, slowly lessen the amount of help over time.

2. Praise the student for beginning tasks after receiving instructions based on the duration of time the student can be successful. As the student shows success, slowly decrease the amount of time to begin the task to be reinforced.

3. Follow up a less desirable task with a highly desirable task. Make the conclusion of the first task appropriate to perform the second.

4. Give the student a schedule of learning activities so that they know what and how much there is to do in a day.

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

6. Indicate what is to be done for the conclusion of the task (e.g., make definite starting and stopping points, find a minimum requirement, etc.).

7. Make the student begin each task within a specific duration of time (e.g., three minutes, five minutes, etc.).

8. Give the student shorter tasks but given more regularly.

9. Give the student a selection of tasks, requiring the student to select a minimum number from the total (e.g., present the student with 10 academic tasks from which 6 must be finished).

10. Begin with a single problem and add more problems to the task over time.

11. Minimize emphasis on competition (e.g., academic or social). Fear of failure may cause the student to refuse to attempt new tasks/learning activities.

12. Give the student self-checking learning materials so that they may check work privately, reducing the fear of public failure.

13. Get the student to attempt a new task/learning experience in a private space (e.g., carrel, “office,” quiet study area, etc.) to lessen the fear of public failure.

14. Get the student to practice a new skill (e.g., jumping rope, dribbling a basketball, etc.) alone, with a peer, or with the teacher before the entire group attempts the learning experience.

15. Give the student the chance to perform the task/learning experience in an assortment of ways (e.g., on a recording, with a calculator, orally, etc.).

16. Let the student perform new tasks/learning activities in an assortment of places in the school building (e.g., resource room, library, learning center, etc.).

17. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to help students who have trouble starting learning experiences? If so, keep reading.

1. Organize their surroundings to give the student increased chances for help or assistance.

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

3. Get the student to keep a record (e.g., chart or graph) of their performance in trying new tasks/learning activities.

4. Connect clearly to the student when it is time to begin.

5. Get the student to time learning activities to monitor personal behavior and accept time limits.

6. Show the task in the most exciting and attractive manner possible.

7. Provide mobility to assist the student.

8. Organize time units so the student knows how long they have to work and when the work must be finished.

9. Give the student more than enough time to finish a learning experience. As the student shows success, slowly decrease the amount of time given to finish a learning experience.

10. Provide instructions in an assortment of ways to enable the student’s comprehension (e.g., if the student fails to understand oral instructions, present them in written form).

11. Get the student to repeat the instructions orally to the teacher.

12. Organize their surroundings to give the student increased chances for help or assistance on academic tasks (e.g., peer tutoring, instructions for work sent home, frequent interactions, etc.).

13. Provide a signal (e.g., clapping hands, turning lights off and on, etc.) before giving oral instructions.

14. Give the student a predetermined signal (e.g., turning lights off and on, hand signals, etc.) when they are not beginning a task.

15. Inform the student that instructions will only be given once.

16. Rewrite instructions at a lower reading level.

17. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for ways to help kids develop a habit of finishing what they start? If so, keep reading.

1. Give the student established time limits before a learning experience begins.

2. Support the student in performing their duties. As the student shows success in performing duties, slowly decrease assistance and require the student to independently assume more responsibility.

3. Be clear when giving instructions to transition from one learning experience to the next.

4. Draft an agreement with the student stipulating what behavior is required (e.g., putting learning materials away and getting ready for another learning experience) and which reinforcement will be implemented when the agreement has been met.

5. Select a peer to model finishing a learning experience and putting learning materials away for the student.

6. Give the student more than enough time to finish a learning experience. As the student shows success, decrease the amount of time given to finish a learning experience.

7. Establish time limits so that the student knows how long they have to work and when they must be finished.

8. Give sufficient transition time for the student to finish a learning experience and get ready for the next learning experience.

9. Utilize a timer to help the student know when it is time to change to a new learning experience.

10. Teach time-management skills. Get the student to make a daily plan and follow it. Urge the student to avoid becoming distracted by activities, impulses, and moods.

11. Talk about the student’s duties at the beginning of each class period so they know what is expected.

12. Restrict the student’s use of those things they have been irresponsible in putting away, returning, etc.

13. Show the student when they do not put things away, what they are doing wrong, what they are supposed to be doing, and why.

14. Make sure that duties given to the student are appropriate for their level of development and capacity and ability.

15. Use a signal method (e.g., turning the lights off and on) to warn that the end of a learning experience is near, and it is time to finish and put learning materials away.

16. Be firm, fair, and consistent, expecting the student to change from one learning experience to another (e.g., do not let the student change learning activities without putting learning materials away one time and not the next).

17. Give an incentive statement along with an instruction (e.g., “You may listen to your CD player after you finish your task and put away all learning materials. ”).

18. 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.

19. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to help students concentrate on one activity at a time? If so, keep reading.

1. Plan leisure activities for the end of the day. Make participation in these learning activities dependent upon the conclusion of class duties.

2. Establish time at the end of each class period to finish unfinished tasks.

3. Notify the student that work not finished in one sitting can be finished later. Give the student ample time to finish earlier tasks to guarantee closure.

4. Give the student clearly stated expectations for all situations.

5. Converse with the student to explain (a) what they are doing wrong (e.g., failing to finish a learning experience before starting another) and (b) what they must be doing (e.g., finishing a learning experience before changing to another).

6. Show to the student how to finish one learning experience before moving on to another (e.g., return things to their proper places, return borrowed things in the same or better condition, etc.) before expecting the student to perform the duties on their own.

7. Create classroom routines (schedule)s and procedures for transitioning from one learning experience to the next.

8. Create rules for organization (i.e., everything has a place, and everything should be in its place). Enforce these rules continuously in the classroom.

9. Praise the student for changing from one learning experience to another without difficulty: (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.).

10. Plan learning activities so the student has more than enough time to finish a learning experience if they work continuously.

11. Follow up a less desirable task with a more desirable task. Make the conclusion of the first task appropriate to perform the second task.

12. Get the student to ask for help when they need it.

13. Urge the student to manage their everyday lives as if they were self-employed. This should increase their motivation to finish projects successfully.

14. Designate a learning experience that involves instant, short-term tasks.

15. Get the student to time learning activities to monitor personal behavior and accept time limits.

16. Find the expectations of various environments and help the student create the skills to be successful in those environments.

17. 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.

38. Gather the student’s learning materials (e.g., pencil, paper, textbook, workbook, etc.) when it is time to change from one learning experience to another.

18. Choose a time during each class period to put away learning materials.

19. Create, in conjunction with other school staff members, as much consistency across the several environments as possible (e.g., rules, criteria for success, behavioral expectations, consequences, etc.).

20. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to help students finish what they start? 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 properly changing from one learning experience to another at school.

2. Let logical consequences happen due to the student’s failure to finish a task (e.g., failing to finish a task will result in having to give up a leisure learning experience to finish an unfinished task).

3. Create rules for changing learning activities (e.g., finish one learning experience before moving on to another, put things away where they belong, return borrowed things in the same or better condition, finish cleanup on time, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

4. Get the student to create a chart to follow that will let them finish all tasks.

5. Praise the student for demonstrating acceptable 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.

6. Utilize more exciting or stimulating learning activities as a reward for finishing less exciting learning activities (e.g., finish paperwork before working on the computer).

7. Minimize the student’s involvement in learning activities that prove too stimulating for him/her.

8. Make the student put all learning materials away before moving on to a new learning experience.

9. Create a timeline for finishing a task.

10. Make the student finish a learning experience unless it is troublesome to the schedule.

11. Designate the student shorter learning activities. As the student shows success, slowly increase the length of the learning activities.

12. Designate short-term projects that can be quickly finished.

13. Create rules that are to be followed in several portions of the school building (e.g., lunchroom, music room, art room, gymnasium, library, playground, etc.) relating to appropriate transitions between learning activities.

14. Provide consistent expectations within the capacity and ability level of the student.

15. Praise those students in the classroom who change from one learning experience to another without difficulty.

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

17. Minimize the emphasis on competition. Competitive learning activities may cause the student to become impatient and leave learning activities unfinished.

18. Provide consistency in the classroom’s daily routine (schedule)s.

19. Make sure there is a designated space for all things in the classroom.

20. Assess the degree of task difficulty to ascertain whether the student will require additional information, time, assistance, etc., before starting a task.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for genius tricks for encouraging students to finish learning activities? If so, keep reading.

1. Make the student begin each task within a specific duration of time (e.g., three minutes, five minutes, etc.).

2. Follow up a less desirable task with a highly desirable task, making the conclusion of the first appropriate to perform the second.

3. Give the student a selection of tasks, requiring the student to select a minimum number from the total (e.g., present the student with 10 academic tasks from which 6 must be finished that day).

4. Try gamifying your lessons to further engage the student in their studies.

5. Along with instructions, give an incentive statement (e.g., “After your work is finished, you may play a game.”).

6. Utilize a timer to help the student know how much time they have to finish a task.

7. Praise those students in the classroom who finish tasks after receiving instructions.

8. Assess the clarity and quality of directions, explanations, and instructions the student does not understand.

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

10. Select a peer to model appropriate conclusion of tasks after receiving instructions for the student.

11. 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 finishing tasks after receiving instructions at school.

12. Draft an agreement with the student stipulating what behavior is required (e.g., following instructions, meeting task expectations, finishing tasks, etc.) and which reinforcement will be implemented when the agreement has been met.

13. Praise the student for finishing tasks after receiving instructions based on the duration of time the student can be successful. As the student shows success, slowly decrease the duration of time required for finishing tasks for reinforcement.

14. Designate a peer to work with the student and aid them in finishing a task.

15. 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.

16. Converse with the student to explain (a) what the student is doing wrong (e.g., not following instructions when performing academic tasks) and (b) what the student should be doing (e.g., listening to instructions, asking for clarification, taking notes, following one step at a time, etc.).

17. Praise the student for finishing tasks after receiving instructions: (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. 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.

19. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for genius tricks for encouraging students to start learning activities? If so, keep reading.

1. Minimize the emphasis on competition. Competitive academic learning activities may cause the student to hurry and begin the task without following the instructions.

2. Draft an agreement with the student stipulating what behavior is required (e.g., begin tasks after listening to instructions) and which reinforcement will be implemented when the agreement has been met.

3. Stand in proximity to the student when giving instructions.

4. Make the student ask permission from the teacher to begin.

5. 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 to ensure that the student is paying attention.

6. Along with instructions, give an incentive statement (e.g., “On occasions where you begin your work, I will come around to see if you have questions.” etc.).

7. Utilize a timer to help the student know how much time they have to follow through with instructions.

8. Select a peer or volunteer to help the student begin a task.

9. Assess the clarity and quality of directions, explanations, and instructions given to the student.

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

11. Minimize the number of instructions given at one time (i.e., give the student each additional step after the conclusion of the prior step).

12. Connect with the parents to disseminate information about the student’s progress. The parents may reinforce the student at home for beginning tasks after receiving instructions at school.

13. 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.

14. Converse with the student to explain (a) what the student is doing wrong (e.g., not beginning tasks after receiving instructions) and (b) what the student should be doing (e.g., listening to instructions, asking for clarification if instructions are not grasped, taking notes, following one step at a time, etc.).

15. Praise the student for beginning tasks after receiving instructions: (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. Make sure that the student is paying attention to the teacher (e.g., making eye contact, hands free of writing learning materials, looking at tasks, etc.) before instructions are given.

17. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for advanced classroom management tricks to try when your students won’t follow directions? If so, keep reading.

1. Place the student near the source of information to keep attention (e.g., in the front row or near the speaker in a cooperative learning experience).

2. Make the student wait until other students begin the task.

3. Get the student to practice a new skill (e.g., jumping rope, dribbling a basketball) alone, with a peer, or with the teacher before the entire group attempts the learning experience.

4. Organize their surroundings to give the student increased chances for help or assistance (e.g., peer tutoring, instructions for work sent home, frequent interactions, etc.).

5. Provide visibility to and from the student to keep their attention when oral questions/instructions are being delivered. The teacher and the student should be able to see each other at all times. Make eye contact possible at all times.

6. Jot down oral instructions. Train the student to cross each step off as it is finished.

7. Get the student to explain to the teacher what is to be done to finish the task.

8. Get the student to demonstrate attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and practicing attending posture.

9. Make the student wait until the teacher gives a signal to begin (e.g., hand signal, ringing of bell, etc.).

10. Notify individuals who will be spending time with the student (e.g., substitute teachers, coaches, learning experience sponsors, etc.) about their tendency to begin things before receiving instructions.

11. Provide a signal (e.g., clapping hands, turning lights off and on, etc.) before giving oral instructions.

12. Make appropriate adjustments in their surroundings (e.g., give out learning materials after delivering instructions) to prevent the student from becoming overly excited or anxious.

13. Make sure the student achieves success when following instructions.

14. Get the student to read instructions aloud to ensure instructions are read prior to beginning a task.

15. Provide instructions in an assortment of ways to enable the student’s comprehension (i.e., if the student fails to understand oral instructions, present them in written form).

16. 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 sufficient.

17. Assess the degree of task difficulty to ascertain whether the student will require additional information, time, assistance, etc., before starting a task.

21. Consider using a classroom management app to help the student learn to follow directions and instructions. Click here to view a list of apps that we recommend.

22. Consider using an adaptive behavior management app to help the student learn to follow directions and instructions. Click here to view a list of apps that we recommend.

23. Consider using Alexa to help the student learn to follow directions and instructions. 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.