Academic and Behavioral Interventions

Are you looking for genius ways to get students to remain on task? If so, keep reading.

1. Get the student to work with a peer tutor to keep attention to tasks.

2. Get the student to work with a peer who manages time well.

3. Place the student away from those peers who create the most auditory and visual stimulation in the classroom.

4. Provide the student one task to perform at a time . Introduce the next task only when the student has successfully finished the prior task.

5. Let the student have some movement while performing tasks. Observe and limit the amount of movement.

6. Get the student to connect with appropriate staff members (e.g., counselor, nurse, administrator, etc.) about concerns (e.g., home, peer, personal problems, etc.) that interfere with their capacity and ability to remain on-task.

7. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for staying on-task in the classroom.

8. Give the student a quiet space in which to work where auditory and visual stimuli are reduced. This is used to lessen distracting stimuli, not as a punishment.

9. Get the student to ask themselves questions (e.g., “What’s next?”) to keep themselves focused on tasks/projects.

10. Create a classroom environment that is quiet and tidy (e.g., clean, well-lighted, fresh-smelling, and at a comfortable temperature).

11. Get the student to keep a chart representing the amount of time spent on-task.

12. Teach the student appropriate ways to respond to visual and auditory stimuli in the classroom (e.g., moving to another part of the room, asking others to be quiet, leaving the group, etc.).

13. Assist the student in learning to be happy with their best effort rather than some arbitrary measure of success. Success is measured individually according to capacity and ability levels, and progress of any kind is a measure of success.

14. Place the student so that they experience the least amount of auditory and visual stimuli.

15. Give the student a predetermined signal (e.g., hand signal, oral signal, etc.) when they begin to display off-task behaviors.

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

17. Draft an agreement with the student stipulating what behavior is required (create a sensible duration of time to remain on-task) and which reinforcement will be implemented when the agreement has been met.

18. Plan highly desirable learning activities contingent upon staying on-task a required amount of time (i.e., staying on-task for a required amount of time earns the student the chance to take part in a desirable learning experience ).

19. Give flexibility in scheduling so the student may perform alternative learning activities that result in more successful on-task behavior.

20. Provide visibility to and from the student. The teacher and the student should be able to see each other at all times, making eye contact possible at all times.

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 for motivating students to remain on task? If so, keep reading.

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

2. Establish clear expectations for the conclusion of tasks. Continuously deliver reinforcement and consequences to all students.

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

4. Connect clearly with the student over the duration of time they have to finish a task. The student may want to use a timer to finish the tasks within the given period.

5. Urge the student to manage their class performance as if they were self-employed. This should increase their motivation to be organized and fulfill their duties.

6. Reinforce all measures of improvement.

7. Find the student’s most efficient learning mode. Utilize it continuously to enable the student’s comprehension and remaining on-task for longer periods.

8. Give the student shorter tasks but more of them (e.g., modify a 20-problem math learning experience to 4 learning activities of 5 problems each, to be performed at several times during the day). As the student shows success, slowly increase the number of problems for each learning experience.

9. Make sure the student has all the appropriate learning materials to perform tasks.

10. Get the student to gather all learning materials needed prior to beginning a task to lessen interruptions.

11. Make the student become productive in the presence of auditory and visual stimuli for short periods. As the student shows success, slowly increase the duration of time the student is required to be productive.

12. Make sure the student knows the instructions for the task (e.g., present instructions in an assortment of ways; have the student verbalize what they are to do to perform the learning experience; etc.).

13. Give the student a list of tasks for the day and let the student select the order of the learning activities. The student may be in the best position to find the order of tasks they will be able to perform successfully.

14. Give a routine (schedule) that will minimize off-task behavior that may result in negative consequences.

15. Organize their surroundings to lessen the chance for off-task behavior. Minimize lag time by providing the student with enough learning activities to maintain productivity.

16. Observe the student’s performance in learning activities or tasks to make sure the student begins, works on, and finishes a task to be ready to move to the next learning experience in their routine (schedule).

17. Give the student a carrel or divider at their desk to lessen auditory and visual distractions.

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

19. Talk regularly with the student to keep continued involvement in the learning experience (e.g., ask the student questions, ask the student’s opinion, stand near the student, seat the student near the teacher’s desk, etc.).

20. Get the student to chart their own record of on-task behavior. Praise the student for increasing the amount of time spent on-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 ways to help students remain on task? If so, keep reading.

1. 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.

2. Minimize the number of current tasks by adding new tasks when prior tasks have been finished.

3. Let the student close the classroom door or windows to lessen auditory and visual distractions from outside the classroom.

4. Create a quiet area in the classroom where absolute silence must be observed.

5. Plan a fun educational learning experience (e.g., computer games) during the day to give an incentive for the student to remain on-task and behave appropriately.

6. Support the student in writing an agreement for themselves, designating a time to finish a task and avoid procrastination.

7. Become proactive. Work with the school counselor to design a schedule conducive to the student’s success (e.g., physical education scheduled the last period of the day, intersperse electives that allow greater freedom of movement with classes requiring expanded periods of concentration, etc.).

8. Make participation in extracurricular learning activities dependent upon the conclusion of class tasks.

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

10. Remove any peer from the immediate environment who may be interfering with the student’s capacity and ability to remain on-task.

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

12. Minimize the emphasis on competition. Repeated failure may cause the student to remove themselves from competition by not remaining on-task.

13. Give the student increased chances for help or assistance on academic tasks (e.g., peer tutoring, instructions for work, frequent interactions, etc.).

14. Give learning activities that increase the chances for “active participation.”

15. Make sure only those learning materials appropriate for completing the task are on the student’s desk (i.e., pencil, textbook, paper, etc.). Additional learning materials may distract the student (e.g., crayons, library book, etc.).

16. Get the student to take part in small group learning activities (e.g., free time, math, reading, etc.). As the student shows success, slowly increase group size.

17. Place the student’s seat so that they experience the least amount of auditory and visual distractions.

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

19. Assess the auditory and visual stimuli in the classroom to ascertain what level of stimuli the student can respond to suitably.

20. Model for the student appropriate behavior in the presence of auditory and visual stimuli in the classroom (e.g., continuing to work, asking for quiet, moving to a quieter part of the classroom, etc.).

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 remaining on task? If so, keep reading.

1. 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.

2. Establish time limits for finishing tasks.

3. Converse with the student to explain (a) what the student is doing wrong (e.g., failing to pay attention to tasks) and (b) what the student should be doing (e.g., paying attention to tasks).

4. Select a peer to model on-task behavior for the student.

5. Urge the student to create a 30-second definition of their goal to help them remain on-task and focused (e.g., “I will finish ten math problems without a reminder from the teacher to remain on-task. The better I focus and remain on-task, the better I will perform.”).

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

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

8. Praise the student for paying attention to a task based on the duration of time they can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

9. Give an incentive statement along with an instruction (e.g., “On occasions where you finish this task, you may earn a pass to the water fountain.”).

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

11. Minimize auditory and visual stimuli to a level at that the student can successfully function. As the student shows that they can successfully tolerate increased levels of stimuli, slowly let auditory and visual stimuli increase.

12. Reward the student for concentrating on a task for a specific duration of time (e.g., a break, get a drink of water, converse briefly with a peer, etc.).

13. Place the student’s desk or work area in such a way that they are not visually distracted by others (e.g., turn the student’s desk away from other students, etc.).

14. Utilize more exciting or stimulating learning activities as a reward for finishing less exciting learning activities (e.g., after finishing a rough draft on paper, the student can select graphics available on the computer).

15. Reward the student for finishing a task within the amount of time allotted.

16. Support the student in finishing class tasks. As the student shows success, slowly decrease assistance, and require the student to independently remain on-task.

17. Get the student to define a goal. Support the student in developing specific strategies to achieve their goal and following through on those strategies.

18. Urge the student to create an understanding of themselves and their surroundings. Get the student to periodically step back and ask themselves, “Am I on-task and paying attention?” “What should I be doing now?”

19. Assist the student in developing attention-keeping behaviors (e.g., keep eye contact, notes on the subject, ask questions related to the subject, etc.).

20. Let the student have a break while working on monotonous tasks to relieve restlessness and improve concentration.

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 techniques for teaching students to be prepared for learning experiences? If so, keep reading.

1. Give the student oral reminders of learning materials required for each learning experience.

2. Praise those students in the classroom who are prepared for designated learning activities.

3. Give time at school for homework completion when the student cannot be successful in performing tasks at home.

4. Minimize the number/length of tasks. As the student shows success, slowly increase the number/length of tasks.

5. Give time each day for the student to organize their learning materials (e.g., before school, break time, at lunch, at the end of the day, etc.).

6. Repeat instructions to increase the student’s likelihood of comprehension.

7. Complete a few problems of the school task with the student to serve as a model and start the student on the task.

8 Converse with the student to explain (a) what they are doing wrong (e.g., not turning in tasks) and (b) what they must be doing (e.g., finishing homework/school tasks and returning them to school).

9. Daily, examine, those skills, ideas, tasks, etc., that have been previously presented.

10. Send home explanations each day so the student’s parents may help their child with their school tasks if appropriate.

11. Draft an agreement with the student stipulating what behavior is required (e.g., studying for tests or exams) and which reinforcement will be implemented when the agreement has been met.

12. Send homework tasks and learning materials home with someone other than the student (e.g., brother, sister, neighbor, etc.).

13. Establish time at the end of the day for the student to finish unfinished tasks.

14. Establish a homework system for the student (e.g., two days a week, work with drill flash cards; three days a week, work on bookwork sent home, etc.). This will add some assortment to homework.

15. Send home only one homework task at a time. As the student shows success finishing tasks at home, slowly increase the number of homework tasks sent home.

16. Praise the student for being prepared for designated learning activities based on the number of times they can be successful. As the student shows success, slowly increase the number of times required for reinforcement.

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

18. 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.

19. Praise the student for being prepared for designated learning activities : (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.).

20. Indicate what is to be done for the conclusion of tasks.

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

Are you looking for ways to motivate kids to be prepared for learning experiences? If so, keep reading.

1. Praise those students who finish their tasks at school during the time given.

2. Make sure that failure to be prepared for designated learning activities results in loss of the chance to take part in learning activities, or give a failing grade for that day’s learning experience.

3. Get the student to create a routine (schedule) and utilize a weekly schedule. Get the student to create a chart for daily school tasks to be finished.

4. Make sure that homework is designed to drill learning activities rather than introduce new information.

5. Give the student a book bag, backpack, etc., to take homework tasks and learning materials to and from home.

6. Do not require the student to learn more information than they are capable of learning at any time.

7. 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.).

8. Make sure the student knows that tasks not finished and turned in on time must still be finished and turned in late.

9. Give the student written instructions to follow for all designated learning activities.

10. Make positive remarks about school and the importance of finishing tasks.

11. Plan the student’s time at school so homework will not be appropriate if they take advantage of the school time given to finish tasks.

12. Make sure the student has all the learning materials appropriate to finish school tasks (e.g., pencils, paper, erasers, etc.).

13. Conference with the student’s parents to discuss appropriate ways to help their child with school tasks.

14. Limit learning materials needed.

15. Introduce the student to other resource persons who may be of help in doing homework (e.g., other teachers, the librarian, etc.).

16. Show assignments/tasks in the most attractive and exciting manner possible.

17. Give individual assistance to the student to help them prepare for designated learning activities (e.g., time set aside during the day, study hall, after school, etc.).

18. Give the student a list of appropriate learning materials for each learning experience of the day.

19. Give the student structure for all academic learning activities (e.g., specific instructions, routine (schedule) format for tasks, time units, etc.).

20. Make sure that the student knows the relationship between unacceptable behavior and the consequences that follow (e.g., forgetting to finish their school tasks will result in a low grade).

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

Are you looking for hacks to ensure that students will be prepared for learning activities? If so, keep reading.

1. Find a tutor (e.g., a volunteer in the community, peer, etc.) to help the student finish their school tasks.

2. Assess the appropriateness of assigning the student homework if their capacity and ability level or circumstances at home make it impossible for them to finish and return the tasks.

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

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

5. 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).

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

7. Get the student to create a chart to follow that will let them self-monitor all tasks.

8. Get the student to create a routine (schedule) to follow before coming to class (e.g., check what learning experience is next, determine what learning materials are appropriate, collect learning materials, etc.)

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

10. Get the student to keep a chart/graph of the number of tasks turned into the teacher.

11. Embody being prepared for designated learning activities.

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

13. Select a peer to model turning in school tasks for the student.

14. Create a school/home task sheet to be reviewed and signed by the parents each evening. Connect with the parents and the student to create clear expectations and positive consequences for finishing and returning the task sheet.

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

16. Select a peer to model being prepared for designated learning activities for the student.

17. Get the student to set a timer to finish tasks in a sensible period.

18. Give the student a written list of tasks to be performed each day and have them check each task as it is finished.

19. Find the learning materials the student continuously fails to take home. Give a set of those learning materials for the student to keep at home.

20. Provide consistency in assigning homework (i.e., designate the same amount of homework each day).

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

Are you looking for ways to encourage students to be prepared for learning experiences? If so, keep reading.

1. Find a tutor (e.g., peer, volunteer, etc.) to work with the student at home.

2. Chart homework tasks finished.

3. Connect with parents to disseminate information about the student’s progress. The parents may reinforce the student at home for being prepared for designated learning activities at school.

4. Connect with parents or guardians to inform them of the student’s homework tasks and what they can do to help them prepare for designated learning activities.

5. Take into account the student’s capacity and ability level when expecting them to be able to study for a specific amount of time.

6. Create a learning center at school, open the last hour of each school day, where professional educators are available to help with homework.

7. Provide instructions orally and in written format to increase the likelihood of the student’s comprehension of school tasks.

8. Let logical consequences happen when the student is unprepared for designated learning activities (e.g., the student will fail a test or quiz, work not done during work time must be finished during leisure time, etc.).

9. Reinforce all measures of improvement.

10. Create an agreement with the student and their parents requiring that homework be done before more desirable learning activities at home (e.g., playing, watching television, going out for the evening, etc.).

11. Do not use homework as a punishment (i.e., homework should not be designated as a consequence of unacceptable behavior at school).

12. Designate a peer to help the student review information needed to successfully finish a school task.

13. Urge the parents to give the student a quiet, comfortable space and sufficient time to study and prepare for school tasks.

14. Urge the parents to set aside quiet time each night when the family turns off the TV, radio, etc. to read, do homework, write letters, etc.

15. Urge the student to put finished homework tasks in a designated place to be taken to school (e.g., near the door, at the bottom of the stairs, etc.).

16. Create a timeline for finishing a school task. Expect the student to meet each deadline to finish the project on time.

17. Get the student to leave appropriate learning materials at specific learning experience areas.

18. Create school task rules: • Remain on-task. • Complete assignments quietly. • Finish tasks. • Meet task expectations. • Turn in tasks. Examine rules often. Praise students for following the rules.

19. Make sure the student has learned the ideas presented at school. All homework should be a form of practice for what has been learned at school.

20. 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.

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

Are you looking for strategies to help students who are not prepared for learning activities? If so, keep reading.

1. Get the student to orally repeat the schoolwork task to reinforce the student’s understanding of the task.

2. Let logical consequences happen (e.g., receiving low grades, being excluded from extracurricular learning activities, not earning course credit, etc.) due to the student’s failure to finish their school tasks.

3. 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 finish tasks (e.g., if you do not return the task to school, you are in danger of failing the class; then you may not get the credit you need for graduation).

4. Let logical consequences happen for failure to turn in homework tasks (e.g., students who do not finish their homework will not get to take part in more desirable learning activities ).

5. Let the student perform a highly desirable task when tasks have been turned in.

6. Give the student sufficient time at school to prepare for designated learning activities (e.g., supervised study time).

7. Get the student to make it a routine (schedule) to periodically review notes, daily calendar of activities, or tasks that need to be finished.

8. Let the student perform alternative homework tasks. As the student shows success, slowly present more components of the regular homework task until the tasks are routinely performed and returned to school.

9. Coordinate with the student’s parents to pick up homework each day if the student has difficulty “remembering” to take it home.

10. Ask the student why they are unprepared for designated learning activities . The student may have the most accurate perception.

11. Get the student to chart their finished tasks.

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

13. Designate a peer to escort the student to specific learning activities to make sure the student has the appropriate learning materials.

14. Get the student to find a system of organization that works best for them (e.g., daily list, weekly list, etc.) and use that method continuously. Delete accomplished tasks to keep an up-to-date list.

15. Designate a peer to help the student with homework.

16. Designate a peer tutor to work with the student to prepare for designated learning activities.

17. Designate short-term tasks that can be quickly and accurately finished. As the student shows success, slowly increase the length of tasks.

18. Designate small amounts of homework initially, slowly increasing the amount as the student shows success (e.g., one or two problems may be sufficient to begin the homework process).

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

20. At the conclusion of the day, remind the student when learning materials are required for specific learning activities for the next day (e.g., send a note home, give an oral reminder, etc.).

21. Consider using an education app to help the student sharpen their organizational skills. Click here to view a list of apps that we recommend.

Are you looking for ways to help students that are failing academically? If so, keep reading.

1. Give parents information on test or quiz content (e.g., what content will be covered by the test or quiz, format, types of questions, etc.).

2. Alter instructions to include more concrete examples to enable learning.

3. Observe student performance to detect errors and determine where learning problems exist.

4. Minimize the emphasis on competition. Learners who compete academically and fail may cease to try to succeed and do far less than they are capable of achieving.

5. Give tests and exams to the student when they are more likely to succeed (e.g., after determining that the student has learned the information).

6. Make sure the student has mastery of skills at each level before testing a concept.

7. Praise those students who demonstrate improved test or quiz scores. (It may be best to reinforce privately rather than publicly.)

8. Make sure that all instructions, questions, and explanations are delivered in a clear, concise manner and at an appropriate rate for the student.

9. Find the student’s most efficient learning mode. Utilize it when giving tests or exams to enable the student’s comprehension.

10. 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.

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 improved test or quiz scores.

12. Draft an agreement with the student stipulating what behavior is required (e.g., improved test or quiz scores) and which reinforcement will be implemented when the agreement has been met.

13. Give the student increased chances for help or assistance on academic tasks (e.g., peer tutoring, instructions for work sent home, frequent interactions, etc.).

14. 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.

15. Talk with the student to explain (a) what the student is doing wrong (e.g., not attending during class, not using study time, etc.) and (b) what the student should be doing (e.g., paying attention during class, asking questions, using study time, etc.).

16. Praise improved test or quiz scores: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

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

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

39 of the Best Apps for Kids in the Second Grade

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

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

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