Academic and Behavioral Interventions

Are you looking for strategies to help students learn to use subject-verb agreement? If so, keep reading.

1. After recording the student’s speech, have them find the correct subject-verb agreement and make appropriate corrections.

2. Ascertain the type of grammatical model to which the student is exposed at home. Without placing negative connotations on their parents’ grammatical style, explain the difference between standard and nonstandard grammar.

3. Ask the parents to encourage the student’s correct use of grammar at home by praising them when the correct subject-verb agreement is used.

4. Select a peer to model appropriate subject-verb agreement for the student.

5. Ascertain if the student’s errors are the result of dialectical differences (the pattern of subject-verb agreement may not be atypical within their social group).

6. Throughout the day, write down specific subject-verb errors pronounced by the student. Read the sentences to the student and have them make appropriate corrections orally.

7. Assess the appropriateness of requiring the student to speak with subject-verb agreement (e.g., developmentally, a child may not utilize appropriate subject-verb agreement until the age of 6 or 7).

8. Explain that specific forms of verbs go with specific subjects and that correct subject-verb agreement requires an appropriate match of subject and verb. Be sure that the student knows the several possibilities of subject-verb agreement and how to choose the correct one.

9. Provide the student a sequence of sentences, both written and oral, and have them find which are grammatically correct and incorrect.

10. Get the student to finish written worksheets in which they must select the correct verb forms to go with subjects (e.g., “I __ [saw, seen] a new car.”).

11. Get the student to finish written worksheets in which they must select the correct subject forms to go with specific verbs.

12. Get the student to choose a verb to master using correctly as a goal. As the student masters the correct use of the verb, they put it on a list with a star and select another verb to master.

13. Get the student to orally construct sentences with verb forms and subjects.

14. Consider using a language arts app. Click here to view a list of recommended apps.

15. Consider using a language development app. Click here to view a list of apps that we recommend.

Are you looking for hacks to help kids who mangle words or sounds while talking? If so, keep reading.

1. Utilize a schematic drawing as a visual aid to show the student how the mouth looks during pronunciation of the target sound.

2. Create cards with the target sound and cards with vowels. Get the student to combine a target sound card with a vowel card to make a syllable that they can pronounce (e.g., ra, re, ro, and ar, er, or).

3. Utilize a board game that requires the student to tag images of the targeted words. The student needs to pronounce the targeted words accurately before they can move on the game board. (This learning experience can be simplified or expanded based on the level of expertise of the student.)

4. Give the student a list of the targeted words. Get the student to practice the words daily. As the student masters the word list, add more words. (Using words from the student’s everyday vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target sound into everyday speech.)

5. Get the student to use phonics “fun ” sheets to practice their sound orally. These are also excellent for home practice.

6. Get the student to keep a notebook of complicated words encountered each day. These can be practiced by the student with a teacher or peer assistant.

7. Get the student to use a carrier phrase combined with a word containing the target sound (e.g., “I like __.” “I see a _.”).

8. Get the student to keep a list of all the words they can think of that contain sounds the student can pronounce accurately.

9. Throughout oral reading, underline targeted words and reinforce the student for correct pronunciations.

10. Include parents by asking them to rate their child’s speech for a specific duration of time (e.g., during dinner count “no errors,” “a few errors,” or “many errors”).

11. Show the student a list of topics. Get the student to choose a topic and then give a spontaneous speech for a specific length of time. Count errors and suggest ways for them to improve.

12. Praise the student for accurate pronunciation of the target sound or words: (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.).

13. Converse with the student to explain what they need to do differently (e.g., make sounds more precisely). The teacher should be careful to use the sound that is being targeted and not the letter name (e.g., /s/not “s”).

14. Assess the appropriateness of requiring the student to accurately pronounce specific sounds (e.g., developmentally, specific sounds may not be pronounced accurately until the age of 8 or 9).

15. Get the student to write sentences using targeted words.

16. Read The Edvocate’s Guide to K-12 Speech Therapy.

17. Consider using a language development app. Click here to view a list of apps that we recommend.

18. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for strategies to help students who mangle words or sounds while speaking? If so, keep reading.

1. Get the student’s hearing reviewed if it has not been recently reviewed.

2. Ensure that the student can hear the difference between words as they should be pronounced and the way words sound when incorrectly pronounced (sounds distorted).

3. Get the student to raise or clap hands when they hear the target sound pronounced during a sequence of isolated sound pronunciations (e.g., Isl, /sh/,/r/, /m/, Ir/, It/, /Id, Ir/, /zl, lwl, /n/, /r/, etc.).

4. Utilize a puppet to pronounce targeted words correctly and incorrectly. The student earns a sticker for correctly differentiating a set number of correct/incorrect pronunciations the puppet makes.

5. Get the student to stand up every time they hear targeted words pronounced accurately as contrasted with inaccurate pronunciations (e.g., shoup, soup, soup, shoup, soup, etc.).

6. Get the student to show thumbs-up every time targeted words are pronounced accurately when images are tagged and thumbs-down if targeted words are pronounced inaccurately.

7. Using images of similar sounding words, say each word and have the student point to an appropriate image (e.g., run and one, bat and back).

8. Get the student to tally the number of correct pronunciations of targeted words when the teacher or a peer reads a list of words.

9. Get the student to read simple passages and record them. Then have the student listen to the recording and mark incorrect and correct pronunciations.

10. Get the student to cut out images of things depicting the targeted words and display them where they can be practiced each day.

11. Record a random monologue given by the student. Get them to listen to the recording and count incorrect and correct pronunciations. The teacher should also listen to the recording. The teacher and the student should juxtapose their analyses of the pronunciations.

12. Get the student to read a list of words and rate their pronunciation after each word.

13. Select a peer to model correctly pronouncing targeted words for the student.

14. Organize a game such as Simon Says in which the student tries to mimic the targeted words when pronounced by the teacher or peers.

15. Using images of similar sounding words, have the student say each word as the teacher points to an image (e.g., run and one, bat and back).

16. Read The Edvocate’s Guide to K-12 Speech Therapy.

17. Consider using a language development app. Click here to view a list of apps that we recommend.

18. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for hacks to help kids who add, add, leave out, and reorganize words or sounds? If so, keep reading.

1. Get the student to use a carrier phrase combined with a word containing the target sound.

2. Ensure that the student can hear the difference between the sound as it should be made (target sound) and the way they are pronouncing it incorrectly.

3. Get the student to raise a hand or clap hands when they hear the target sound pronounced during a sequence of isolated sound pronunciations (e.g.Jsl, lsh/,lrl, /ml, Ir/, /ti, /kl,lrl, /zl, lwl, In/, Ir/,etc.).

4. Record a spontaneous monologue given by the student. Get them to listen to the recording and tally incorrect and correct pronunciations. The teacher should also listen to the recording, and the teacher and the student should compare their analyses of the pronunciations.

5. Converse with the student to explain what they need to do differently (e.g., use the /r/ sound instead of the /w/ sound). The teacher should be careful to use the sound that is being targeted and not the letter name (e.g., Ir/ not “r”).

6. Get the student to stand up every time they hear the target sound pronounced accurately in contrast to the en-or sound (e.g., lwl, Ir/,

Ir/, lwl, lwl, lwl, Ir/, Ir/,etc.).

7. Get the student to stand up every time they hear targeted words pronounced accurately when contrasted with inaccurate pronunciations (e.g., ”play, pay, pay, play,”etc.).

8. Ensure that the student can hear the difference between words as they should be pronounced and the way words sound when incorrectly pronounced (e.g., sounds added or omitted).

9. Get the student’s hearing reviewed if it has not been recently reviewed.

10. Select a peer who correctly pronounces the target sound or word to model for the student.

11. Utilize a schematic drawing as a visual aid to show the student how the mouth looks during the pronunciation of the target sound.

12. Get the student to use phonics “fun” sheets to orally practice their sound. These are also excellent for home practice.

13. Read The Edvocate’s Guide to K-12 Speech Therapy.

14. Consider using a language development app. Click here to view a list of apps that we recommend.

15. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for strategies to help students who add, add, leave out, and reorganize words or sounds? If so, keep reading.

1. Using images of similar sounding words, say each word and have the student point to an appropriate image (e.g., run and one, or bat and back).

2. Give the student a word list including the target words. Get the student to practice the words daily. As the student masters the word list, add more words. (Using words from the student’s everyday vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target word into everyday speech.)

3. Get the student to write sentences using the target sound or words.

4. Get the student to show thumbs-up every time the target sound is pronounced accurately when an image is tagged and thumbs-down if the target sound is pronounced inaccurately.

5. Include parents by asking them to rate their child’s speech for a specific duration of time (e.g., during dinner count “no errors,” “a few errors,” or “many errors”).

6. Organize a game such as Simon Says in which the student tries to mimic the target sound or words when pronounced by the teacher or peers.

7. Assess the appropriateness of requiring the student to accurately pronounce specific sounds (e.g., developmentally, specific sounds may not be pronounced accurately until the age of 8 or 9).

8. Throughout oral reading, underline targeted sounds or words and reinforce the student for correct pronunciation.

9. Praise the student for correct pronunciations of the target sound: (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.).

10. Create cards with the target sound and cards with vowels. Get the student to combine a target sound card with a vowel card to make a syllable that they can pronounce (e.g., ra, re, ro, and ar, er, or).

11. Utilize a board game that requires the student to tag images containing the target sound or words. The student needs to pronounce the target sound or words correctly before they can move on the game board. (This learning experience can be simplified or expanded based on the level of expertise of the student.)

12. Utilize a puppet to pronounce targeted words correctly and incorrectly. The student earns a sticker for correctly distinguishing a set number of correct/incorrect pronunciations the puppet makes.

13. Get the student to cut out images of things containing the target sound or words and display them where they can be practiced each day.

14. Get the student to read simple passages and record them. Then have them listen to the recording and mark incorrect and/or correct pronunciation.

15. Get the student to tally the number of correction pronunciations of the target sound when the teacher or a peer reads a list of words.

16. Get the student to keep a notebook of complicated words encountered each day. These can be practiced by the student with a teacher or peer assistant.

17. Give the student a list of words including the target sound. (The student will probably be able to pronounce the target sound more easily at the beginning or end of a word than in the middle.) Get the student to practice the words daily. As the student masters the word list, add more words. (Using words from the student’s vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target sound into everyday speech.)

18. Get the student to keep a list of all the words they can think of that contain sounds that are complicated for them to pronounce accurately.

19. Get the student to read a list of words and rate their pronunciation of the target sound or target word after each pronunciation.

20. Show the student with a list of topics. Get the student to choose a topic and then give a spontaneous speech for a specific length of time. Count errors and suggest ways for them to improve.

21. Read The Edvocate’s Guide to K-12 Speech Therapy.

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

23. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for hacks to help kids who struggle when repeating speech sounds? If so, keep reading.

1. Get the student to make up sentences using words containing the target sound.

2. Include parents by asking them to rate their child’s speech for a specific length of time.

3. Make sure the student is paying attention to the source of information (e.g., eye contact is being made, hands are free of learning materials, etc.).

4. Organize a game such as Simon Says in which the student tries to mimic the correct pronunciations of targeted words.

5. Give the student oral reminders or prompts when they require help imitating speech sounds.

6. Praise the student for correct pronunciations of the target sound: (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.).

7. Get the student to read a list of words and rate their pronunciation after each word.

8. Get the student to use a carrier phrase combined with a word containing the target sound (e.g., “I like __. “I see a __.”).

9. Record a spontaneous monologue given by the student. Get them to listen to the recording and tally incorrect and correct pronunciations. The teacher should also listen to the recording. The teacher and the student should compare their analyses of the pronunciations.

10. Get the student to raise a hand or clap hands when they hear the target sound pronounced during a sequence of isolated sounds.

11. Utilize a puppet to pronounce the target sound correctly and incorrectly. The student earns a sticker for correctly distinguishing a set number of correct/incorrect pronunciations the puppet makes.

12. Show the student with a list of topics. Get the student to choose a topic and then give a spontaneous speech for a specific length of time. Count errors and suggest ways for them to improve.

13. Utilize images of similar sounding words (e.g., if the student says /sh/ for /ch/, use images of /sh/ and /ch/ words such as ships and chips). As the teacher says the words, the student points to an appropriate image; then the student takes a turn saying the words as the teacher points.

14. Converse with the student to explain what they need to do differently (e.g., make the sound like you do). The teacher should be careful to use the sound that is being targeted and not the letter name (e.g., Isl not “s”).

15. Read The Edvocate’s Guide to K-12 Speech Therapy.

16. Consider using a language development app. Click here to view a list of apps that we recommend.

17. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for strategies to help students who have trouble mimicking speech sounds? If so, keep reading.

1. Ensure that the student can hear the difference between the target sound and the way it should be made and the way it sounds when incorrectly pronounced.

2. Get the student to keep a list of all the words they can think of that contain sounds they have difficulty pronouncing accurately.

3. Throughout oral reading, underline words containing the target sound and reinforce the student for correct pronunciations.

4. Assess the appropriateness of requiring the student to accurately pronounce specific sounds (e.g., developmentally, specific sounds may not be pronounced accurately until the age of 8 or 9).

5. Get the student to cut out images of things depicting words containing the target sound. Display them where they can be practiced each day.

6. Create cards with the target sound and cards with vowels. Get the student to combine a target sound card with a vowel card to make a syllable that they can pronounce (e.g., ra, re, ro, and ar, er; or).

7. Get the student to keep a notebook of complicated words encountered each day. These can be practiced by the student with a teacher or peer assistant.

8. Get the student to read simple passages and record them. Get them to listen to the recording and mark errors and/or correct pronunciations.

9. Utilize a board game that requires the student to tag images containing the target sound. The student needs to pronounce the target sound correctly before they can move on the game board. (This learning experience can be simplified or expanded based on the level of expertise of the student.)

10. Get the student’s hearing reviewed if it has not been recently reviewed.

11. Utilize a schematic drawing as a visual aid to show the student how the mouth looks during the production of the target sound.

12. Get the student to stand up every time they hear the target sound pronounced accurately as contrasted with inaccurate pronunciations.

13. Give the student a list of words containing the target sound. Get them to practice the words daily. As the student masters the word list, add more words. (Using words from the student’s everyday vocabulary, reading lists, spelling lists, etc., will enable the transfer of correct pronunciation of the target sound into everyday speech.)

14. Get the student to tally the number of correct pronunciations of the targeted sound when the teacher or a peer reads a list of words.

15. Get the student to use phonics “fun” sheets to practice their sound orally. These are also excellent for home practice.

16. Inform the student what to listen for when requiring them to mimic speech sounds.

17. Get the student to write sentences using words containing the target sound.

18. Select a peer to model correctly, pronouncing targeted words for the student.

19. At the onset, each correct pronunciation may need reinforcement. As the student progresses, random reinforcement may be sufficient.

20. Get the student to show thumbs-up every time the target sound is pronounced accurately when images are tagged and thumbs-down if the target sound is pronounced inaccurately.

21. Read The Edvocate’s Guide to K-12 Speech Therapy.

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

23. Consider using an assistive technology designed to support students with articulation disorder.

Are you looking for ways to help students who do ignore their peers? If so, keep reading.

1. Teach and practice information-gathering skills (e.g., listen carefully, write down essential points, ask for clarification, wait until all information is presented before starting a task, etc.).

2. Minimize the occurrence of situations that may contribute to difficulty keeping attention (e.g., timed learning activities, competition, long meetings, etc.).

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

4. Praise the students in the classroom who listen to what other students are saying.

5. Take the student away from the situation when they have difficulty listening to others (e.g., at a school assembly, at a school play, when a guest speaker is present, etc.) until they can demonstrate self-control and listen to what others are saying.

6. Plan chances for peer interaction at times when the student is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.).

7. Teach the student to respect others and what they are saying by respecting the student and what they say.

8. Praise the student for listening to what other students are saying based on the duration of time the student can be successful. As the student shows success, slowly increase the number of times or duration of time required to listen.

9. Train the student to sit near the source of information to enable their capacity and ability to keep attention.

10. Make sure the student is paying attention to what other students are saying (e.g., making eye contact, stopping other learning activities, responding appropriately, etc.).

11. Converse with the student before going to a learning experience (e.g., school assembly, school play, field trip, etc.) and remind the student of the importance of listening to what others are saying.

12. Teach active listening skills. Give chances for the student to listen to what another person is saying and respond based on information received.

13. Teach and practice efficient communication skills. These skills include listening, keeping eye contact, and positive body language.

14. Praise the student for listening (e.g., making eye contact, putting aside learning materials, answering the students, etc.) to what is said to them by other students: (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.).

15. Teach the student listening skills: • Separate working. • Clear desk of nonessential learning materials. • Attend to the source of information. • Jot down essential points. • Ask for clarification. • Wait until all instructions are received before beginning.

16. Treat the student with respect. Talk objectively at all times.

17. Converse with the student to explain (a) what they are doing wrong (e.g., failing to listen to what other students are saying) and (b) what they must be doing (e.g., listening to other students when they speak to him/her, listening to other students when they speak to a group, etc.).

18. Read this article that we wrote on developing listening comprehension skills.

19. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

20. Read this article that we wrote on what you should do when your child struggles with verbal comprehension

Are you looking for hacks to help students who do not listen to their peers? If so, keep reading.

1. Make sure that other students speak concisely when speaking to the student.

2. Teach and have the student practice listening for crucial information when they are being given instructions or receiving information (e.g., write down main points, ideas, step-by-step instructions, etc.).

3. Select a peer, paraprofessional, student, etc., to signal the student when they need to keep attention (e.g., the person can touch the student on the arm when it is time to listen).

4. Draft an agreement with the student. It should be written within their capacity and ability level and focus on only one behavior at a time. Indicate what behavior is required and which reinforcement will be implemented when the agreement has been met.

5. Get other students to stand in front of the student while speaking to them so the student will be more likely to listen to what others are saying.

6. Give chances for the student to talk to others on a one-to-one basis. As the student becomes more successful at listening and keeping attention, slowly include more people in conversations.

7. Minimize the emphasis on competition in the classroom. Competition may cause the student to become excited or distracted and fail to listen to what other students are saying.

8. Get the student to silently rehearse information just heard from other students to enable remembering essential information.

9. Train the student to ask for clarification if they do not understand information presented orally.

10. Train the student to ask people to repeat portions of a conversation they were unable to follow.

11. Let logical consequences happen (e.g., miss information, miss a school learning experience , etc.) due to the student failing to listen to others.

12. Train the student’s peers to preface statements with the student’s name to gain their attention before speaking.

13. Make sure that competing sounds (e.g., talking, noises, motion in the classroom, etc.) are silenced when other students are talking, enabling the student’s capacity and ability to listen to what others are saying.

14. Urge the student to say a mantra to themselves when entering a situation where they will receive instructions (e.g., listen carefully, listen carefully, listen carefully).

15. Get the student to repeat or rephrase what other students have said to them to ascertain what the student heard.

16. Select various people (e.g., peers, paraprofessionals, counselors, etc.) to help the student keep attention to conversations.

17. Maintain group settings that are quiet, well lighted, and at a comfortable temperature.

18. Converse with the student before starting a learning experience and remind them of the importance of listening to others.

19. Get the student to practice listening to what other students are saying (e.g., following simple instructions, sharing information, etc.).

20. Minimize the number of visual distractions in the classroom when listening is required (e.g., move the student’s work area away from windows, doors, etc.).

21. Read this article that we wrote on developing listening comprehension skills.

22. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

23. Read this article that we wrote on what you should do when your child struggles with verbal comprehension

Are you looking for strategies to help students who do not listen to other students? If so, keep reading.

1. Train the student to keep attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other distractions.

2. Do not force the student to interact with someone when they are not entirely comfortable with.

3. Get the student to work with a peer and the teacher. The first student will dictate a short paragraph to be typed by the teacher and will also write a comprehension question. The second student, after listening to the process, will read the story orally and answer the comprehension question. Then student roles can be reversed.

4. Be firm, fair, and consistent, expecting the student to listen to what others are saying. Do not give missed information if the student fails to listen.

5. Take into account the student’s capacity and ability level and experience when expecting them to be an excellent listener.

6. Get the student’s hearing reviewed if it has not been recently reviewed.

7. Show an appropriate way to listen by listening to the student when they talk.

8. Let the student have some movement while listening to other students. Observe and limit the amount of movement.

9. Urge the student to create a 30-second definition of their goal to help remain on-task and focus on the speaker (e.g., “I will listen carefully. The better I focus and remain on-task, the better I will listen.”).

10. Ascertain if the student heard what was said by having them repeat it.

11. Make sure the student is near the students who are speaking.

12. Create the student’s understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their failure to keep attention (e.g., not focusing on instructions may cause misinterpretation of a task that could lead to a lower grade and losing a place on the soccer team).

13. Do not disparage when connecting the student; be honest yet compassionate. Never cause the student to feel negatively about themselves.

14. Do not ignore the student when they want to tell you something. If you ignore the student, they learn that it is acceptable to be inattentive.

15. Urge parents to take advantage of dinner and other family-gathering times to converse and practice keeping attention.

16. Find a peer who has excellent communication skills. Urge the student to observe that peer and model their behavior s that promote excellent communication.

17. Urge the student to create an understanding of themselves and those around him/her. Train the student to periodically step back and ask themselves, “Am I on-task and paying attention?” “What should I be doing now?”

18. Urge the student to interact with others.

19. Create rules for listening (e.g., listen when others are talking, ask questions if you do not understand, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

20. Assess the visual and auditory stimuli in the classroom and remove or lessen unnecessary environmental stimuli.

21. Read this article that we wrote on developing listening comprehension skills.

22. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

23. Read this article that we wrote on what you should do when your child struggles with verbal comprehension