Academic and Behavioral Interventions

Are you looking for tips to help your child learn to follow directions and instructions? If so, keep reading.

1. Make sure you the student can hear you. If not, get a little closer.

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

3. Make instructions important to the student. Attempt to relate instructions to future experiences on the job site.

4. Create task rules (e.g., listen to instructions, wait until all oral instructions have been given, ask questions about anything not grasped, make sure you have all the appropriate learning materials, and begin the task when you are sure about what you are supposed to do, etc.).

5. Make sure that the student is paying attention to the teacher (e.g., making eye contact, hands free of writing learning materials, looking at task, etc.) before instructions are given.

6. Urge the student to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their failure to receive/read instructions (e.g., if you don’t read the instructions before starting the task, you will waste time and possibly have to redo the task).

7. Give instructions on a one-to-one basis before assigning a task.

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

9. Praise those students who receive instructions before starting a new task.

10. Teach the student to follow graphic charts and diagrams closely when reading instructions.

11. Stop the student from beginning something before being given instructions (e.g., sit next to him/her, give out learning materials when it is time to begin the task, etc.).

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

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

14. Urge the student to understand the consequences of impulsive behavior (e.g., if you begin a work task before all instructions are given, you may do things incorrectly).

15. Make sure that the student has all the learning materials needed to finish the task/learning experience.

16. 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.).

17. Show the student that work done incorrectly during class time will have to be made up at other times (e.g., during homeroom, before/after school, during lunchtime, etc.).

18. 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.

19. Connect with the student’s cooperative work experience/vocational education teacher to continuously reinforce receiving instructions prior to beginning a task.

20. Get the student to question any directions, explanations, or instructions not grasped before starting a task to reinforce comprehension.

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.

Are you looking for strategies to help students who won’t follow directions? If so, keep reading.

1. Practice directions/instructions on nonacademic tasks.

2. Create classroom rules: • Remain on-task. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

3. Talk with the student to explain (a) what they are doing wrong (e.g., not following instructions when performing academic tasks) and (b) what they must be doing (e.g., listening to instructions, asking for clarification if not grasped, taking notes, following one step at a time, etc.).

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

5. Rewrite instructions for the student at a lower reading level.

6. Clarify instructions, and expectations before assigning a task.

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

8. Display needed information in a readily accessible place (e.g., bulletin board, desktop, dictation slide, etc.).

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

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

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

12. Praise the student for beginning tasks after receiving instructions: (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.).

13. Connect with the student’s 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.

14. Correlate the importance of waiting for and following instructions as skills required for success on the job site.

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

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

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

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

19. Get the student to create a flowchart of the steps necessary to finish a task.

20. 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.).

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.

Are you looking for strategies to help students who don’t use their study time wisely? If so, keep reading.

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

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

3. Praise those students in the classroom who attempt and finish tasks during study time.

4. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the student’s reach.

5. Practice instruction-following skills on nonacademic tasks.

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

7. Repeat instructions to increase the likelihood of comprehension.

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

9. Establish time limits so that the student knows how much time is available to work and when work should be finished.

10. Organize their surroundings in such a way as to give the student increased chances for help or assistance.

11. Give the student a selection of tasks and require them to select a minimum number from the total amount (e.g., present the student with three academic tasks from which two must be finished during study time).

12. Rewrite instructions at a lower reading level.

13. Teach the student 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.

14. With the student, chart those tasks that have been finished in a given period.

15. Talk with the student to explain (a) what they are doing wrong (e.g., not working during study time) and (b) what they must be doing (e.g., finishing tasks during study time, studying, etc.).

16. Draft an agreement with the student stipulating what behavior is required (e.g., working on class tasks during study time) and which reinforcement will be implemented when the agreement has been met.

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

18. Organize their surroundings in such a way as to lessen distracting stimuli (e.g., place the student on or near the front row, give a carrel or quiet space away from distractions, etc.). This is to be used as a way to lessen distractions, not as a form of punishment.

19. Utilize a timer to help the student know how much time they have to study.

20. Minimize emphasis on academic and social competition. Fear of failure may cause the student to not want to finish tasks in a given period.

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

Are you looking for ways to motivate students to use their study time wisely? If so, keep reading.

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

2. Make sure the student has tasks to work on during study time.

3. Make sure the student knows the logical consequences of failing to finish tasks during study time (e.g., students who do not finish their work will not be allowed to do more desirable learning activities ).

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

5. Give an incentive statement along with an instruction (e.g., “If you make appropriate use of study time, you may have free time.”).

6. Organize time units so the student knows how much time is available to work and when work should be finished.

7. Give study guides with questions presented in sequential order to enable attention to the reading content presented in the student’s content area textbooks (e.g., American history, biology, health, etc.).

8. Praise the student for trying and finishing tasks based on the amount of work the student successfully finishes. As the student shows success, slowly increase the amount of work required for reinforcement.

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. Complete a few problems of the task with the student to serve as a model and help the student begin a task prior to independent study time.

11. Give the student shorter tasks given more regularly.

12. Give the student step-by-step written instructions for doing tasks during study time.

13. Give the student the chance to perform tasks/learning activities in an assortment of ways (e.g., on tape, with a calculator, orally, etc.).

14. Minimize the number of instructions in each step (e.g., give the student each additional step after the conclusion of the prior step).

15. Minimize distracting stimuli (e.g., place the student in the front row, give a table or quiet space away from distractions). Use this as a way to reduce distractions, never as a punishment.

16. Minimize the emphasis on early conclusion. Hurrying to finish tasks may cause the student to fail to follow instructions.

17. Give clearly stated instructions in written or oral form (i.e., make the instructions as simple and concrete as possible).

18. Praise the student for trying and finishing class tasks during study 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.).

19. Praise the student for beginning, staying on, and finishing tasks during study time.

20. Show one task at a time. As each task is finished, deliver reinforcement along with the presentation of the next task.

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

Are you looking for hacks for teaching students to use their study time wisely? If so, keep reading.

1. Provide visibility to and from the student to make sure the student is attending. The teacher and the student should be able to see each other at all times. Make eye contact possible at all times.

2. Get the student to organize tasks by dividing them into small segments. Establish deadlines and reward the student after finishing each segment of the task.

3. Talk regularly with the student to keep their involvement with class tasks (e.g., ask the student questions, ask the student’s opinion, stand in close proximity to the student, seat the student near the teacher’s desk, etc.).

4. Get the student to prioritize tasks by importance (e.g., task A must be done today, task B can be done today, and task C can wait until tomorrow).

5. Observe the student during study time to keep on-task behavior.

6. Take proactive steps to deal with a student’s refusal to perform a task to prevent contagion in the classroom (e.g., refrain from arguing with the student, place the student at a carrel or other quiet space to work, remove the student from the group or classroom, etc.).

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

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

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

10. Select a peer to model appropriate use of study time for the student.

11. Provide sample letters, reports, forms, etc., as references for written communication.

12. Select a peer to model an appropriate conclusion of tasks for the student.

13. Choose a specific duration of time (e.g., the last fiveminutes of study time, after finishing a task, etc.) when it is permissible for the student to converse with their peers.

14. Urge the student to ask for clarification of the instructions for classroom tasks to be finished during study time.

15. Talk regularly with the student to help them follow instructions for the tasks.

16. Let the student have access to pencils, pens, etc., only after instructions have been given.

17. Provide a consistent daily routine (schedule).

18. Provide consistency of expectations while keeping expectations within the capacity and ability level of the student.

19. Make sure that the student is paying attention to the teacher when instructions are given (e.g., making eye contact, hands free of writing learning materials, looking at task, etc.).

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

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

Are you looking for ways to teach students to make good use of their study time? If so, keep reading.

1. Urge the student to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their procrastination (e.g., unfinished tasks, low test scores, lack of credit).

2. Urge the student to manage their everyday lives as if they were self-employed. This should increase their motivation to use study time effectively and fulfill their duties.

3. Get the student to ask for instant clarification of the instructions.

4. Urge the student to reward himself/herself (e.g., a ten-minute break, speak briefly with a relative, telephone a friend, etc.) for finishing a task within the amount of time allotted.

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

6. Create classroom rules: • Remain on-task. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task requirements. Examine rules often. Praise students for following the rules.

7. Get the student to keep a chart or graph representing the number of class tasks finished during study time.

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 to finish the task is sufficient.

9. Tell the student that work not done during study time will have to be done during other times (e.g., break time, leisure time, after school, etc.).

10. Follow up a less desirable task with a highly desirable task. Make the following of oral instructions and conclusion of the first task appropriate to perform the second task.

11. Provide instructions in an assortment of ways to increase the likelihood of comprehension (e.g., if the student fails to understand oral instructions, present them in written form).

12. Have reference learning materials readily available in the classroom (e.g., dictionary, thesaurus, list of regularly misspelled words, etc.).

13. Get the student to anticipate future tasks and create plans for addressing them.

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

15. Get the student to gather all the learning materials appropriate to work on a project, task, etc., to lessen the need to search for learning materials.

16. Get the student to finish tasks in a private space (e.g., carrel, “office,” quiet study area, etc.) to lessen the anxiety of public failure.

17. Get the student to create a chart to follow that will let them finish specific tasks during study time.

18. Get the student to explain to the teacher what should be done to finish the tasks.

19. Create times when it is permissible for the student to be out of their seat (e.g., leave their seat only to get a book, to ask a question of the study supervisor, etc.).

20. Get the student to list five attributes of a productive worker. Get the student to select one of those attributes to work on each week for five weeks.

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

Are you looking for strategies to help students who have trouble making suitable use of study time? If so, keep reading.

1. Talk regularly with the student to help them make appropriate use of study time.

2. Provide instructions orally to increase the likelihood of the student’s comprehension of class tasks.

3. Give the student the option of performing tasks during another study time (e.g., earlier in the day, later, on another day, or at home).

4. Let the student work with a peer who uses study time appropriately.

5. Along with instruction, give an incentive statement (e.g., ”If you make appropriate use of study time, you may have free time.” etc.).

6. Assess the degree of task difficulty concerning the student’s capacity and ability to perform the task.

7. Urge the student to define their goals. Get the student to create specific strategies to achieve their goals and follow through on those strategies.

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

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

10. Designate a peer to help the student with class tasks during study time.

11. Let the student have additional time to finish class tasks.

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

13. Urge the student to be self-determining by identifying tasks and finishing tasks independently.

14. Give the student shorter tasks (e.g., modify a 20-problem math learning experience to 4 learning activities of 5 problems each, to be done at several times during the day). As the student shows success, slowly increase the number of problems over time.

15. Chart those tasks with the student that have been finished during study time.

16. Connect clearly with the student the duration of time they have to finish a task and when the task is due. The student may want to use a timer to finish the tasks within the given period.

17. Let the student perform alternative tasks during study time. As the student shows success, slowly introduce more components of the regular tasks until those tasks are routine (schedule)ly performed.

18. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for finishing tasks at school.

19. Urge the student to create a 30-second definition of their goal to help them remain on-task and focused (e.g., study five vocabulary terms before taking a break).

20. Get the student to use a timer to finish the tasks within a given period.

Are you looking for hacks to teach kids to take pride in their school work? If so, keep reading.

1. Get the student to use a pencil grip (e.g., three-sided foam rubber, etc.) to assist in appropriate positioning of the pencil or pen.

2. Give the student additional time to perform schoolwork to achieve increased accuracy and quality.

3. Embody appropriate handwriting at all times.

4. Assess the appropriateness of tasks designated if the student continuously fails to finish tasks with minimal accuracy.

5. Talk regularly with the student to monitor task performance.

6. Organize their surroundings to give the student increased chances for help or assistance on academic or homework (e.g., peer tutors, seat the student near the teacher or aide, etc.).

7. Assess student performance in an assortment of ways (e.g., have the student give oral explanations, simulations, physical demonstrations, etc.).

8. Give sufficient repetition and drill to assure minimal accuracy of tasks (i.e., require mastery/minimal accuracy before moving to the next skill level).

9. Make sure that all educators who work with the student keep consistent expectations of accuracy and quality.

10. Give the student shorter tasks while increasing accuracy and quality expectations.

11. Select a peer to work with the student to give an acceptable model for the student.

12. Do not expect mastery too soon after introducing new information, skills, etc.

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

Are you looking for ways to encourage students to take pride in their assignments? If so, keep reading.

1. Give several chances for the student to learn information covered by tasks (e.g., films, visitors, community resources, etc.).

2. Coordinate a time for the student to study with a peer tutor before finishing a graded task.

3. Draft an agreement with the student stipulating what behavior is required (e.g., improving the accuracy and quality of tasks) and which reinforcement will be implemented when the agreement has been met.

4. Alter academic tasks (e.g., format, requirements, length, etc.).

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

6. 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.

7. Give the student shorter tasks, but more of them throughout the day (e.g., 4 tasks of 5 problems each rather than one task of 20 problems).

8. Get the student to orally respond to tasks.

9. Make sure the student knows that work not done neatly must be redone until it is neat.

10. Utilize handwriting models with arrows that indicate the direction in which the student should correctly form the letters.

11. Inspect the student’s grip on the pencil to make sure that they are holding the pencil correctly.

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

13. Organize a preliminary evaluation of the work, requiring the student to make appropriate corrections before final grading.

14. Give time at school for the conclusion of homework if designated homework has not been finished or has resulted in failure. (The student’s failure to finish homework tasks may be the result of variables in the home over that they have no control.)

15. Let the student respond to alternative task questions (e.g., more generalized questions that represent global comprehension).

16. Praise the student for improving the accuracy and quality of their work based on capacity and ability. As the student shows success, slowly increase the amount of improvement expected for reinforcement.

17. Find resource staff members from whom the student may receive additional assistance (e.g., librarian, special education teacher, other staff members with expertise or time to help, etc.).

18. Utilize primary paper to assist the student in sizing uppercase and lowercase letters. Utilize standard lined paper when the student’s skills improve.

19. Make sure that homework relates to ideas already taught rather than introducing a new concept.

20. Provide shorter tasks but give them more regularly. As the student shows success, increase the length of the tasks, and decrease the frequency.

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

Are you looking for ways to teach kids to take pride in their work? If so, keep reading.

1. Observe the first problem or part of the task to make sure the student knows what is expected.

2. Teach the student procedures for improving accuracy and quality of work (e.g., listen to instructions, make sure instructions are grasped, work at an acceptable pace, check for errors, correct for neatness, copy the work over, etc.).

3. Give instructions and task format in an assortment of ways (e.g., oral instructions, written instructions, demonstrations, simulations, manipulative, drill learning activities with peers, etc.).

4. Slowly lessen the space between lines as the student’s handwriting improves.

5. Let/require the student to make corrections after tasks have been reviewed the first time.

6. Give the student quality learning materials to perform tasks (e.g., pencil with eraser, paper, dictionary, handwriting sample, etc.).

7. Get the student to trace handwriting models and fade the model as the student develops the skill.

8. Get the student to record the number of times their handwriting is acceptable during a given week.

9. Give the student samples of work that may serve as models for acceptable levels of accuracy and quality (e.g., the student is to match the quality of the sample before turning in the task).

10. Complete the first few problems of a task with the student to make sure that they know what to do, how to finish the task, etc.

11. Give a wide assortment of handwriting chances for the student to practice handwriting skills (e.g., writing letters to sports and entertainment figures, relatives, friends; writing for free information on a topic in which the student is interested, etc.).

12. Give the student ample chance to master handwriting skills (e.g., instruction in letter positioning, direction, spacing, etc.).

13. Get the student to read/go over schoolwork with the teacher so the student can become aware of the quality of their work.

14. Build varying degrees of difficulty into tasks to enable the student’s self-confidence and at the same time give a challenge (e.g., easier problems are intermingled with problems designed to measure knowledge gained).

15. Create levels of expectations for quality handwriting performance and require the student to correct or repeat tasks until the expectations are met.

16. Let the student perform schoolwork in a quiet space (e.g., study carrel, library, resource room, etc.) to lessen distractions.

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

18. Observe the student while they are performing schoolwork to monitor accuracy and quality.

19. Give the student clearly stated step-by-step instructions for homework so someone at home may be able to assist.

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

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