Academic and Behavioral Interventions

Are you looking for genius tricks to teach students not to react violently? If so, keep reading.

1. Convey your feelings in a socially acceptable way.

2. Let the student voice their opinion in a situation to avoid becoming angry or upset.

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

4. Attempt several groupings to ascertain the situation in which the student is most comfortable.

5. 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.

6. 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 demonstrating physical self-control at school.

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

8. Draft an agreement with the student stipulating what behavior is required (e.g., demonstrating physical self-control) and which reinforcement will be implemented when the agreement has been met.

9. Praise the student for demonstrating physical self-control based on the duration of time the student can be successful. As the student shows success, slowly increase the amount of time required for reinforcement.

10. Praise those students in the classroom who demonstrate physical self-control.

11. 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.

11. Talk with the student to explain(a) what the student is doing wrong (e.g., shaking, flapping hands, etc.) and (b) what the student should be doing (e.g., practicing self-control).

12. Do not let the student begin a new learning experience until they have gained self-control.

13. Praise the student for demonstrating physical self-control: (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.).

14. Teach the student to recognize signs of becoming overexcited so they may deal with it appropriately.

15. Assess the appropriateness of the social situation concerning the student’s capacity and ability to function successfully.

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

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

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

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

20. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

21. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

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

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

1. Provide supervision at all times and in all areas of the school environment.

2. Stop annoying or anxiety-producing situations from happening (e.g., give the student tasks only on their capacity and ability level, give the student only the number of tasks that can be tolerated in one sitting, lessen social interactions that encourage the student to demonstrate involuntary physical reactions, etc.).

3. Make sure you are regularly in proximity to the student.

4. Teach and urge the student to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan of action, and (e) carry out the plan.

5. Give an environment that is calm, consistent, and structured.

6. Give the student a predetermined signal if they begin to exhibit unacceptable behavior.

7. Make sure that positive reinforcement is not inadvertently given for unacceptable behavior(e.g., answering the student when errors are made, answering the student when they feign a need for help, etc.).

8. Urge the student to practice self-control learning activities designed to let the student compose themselves before continuing a learning experience (e.g., placing hands on desk, sitting with feet flat on the floor, making eye contact with the instructor, etc.).

9. Give the student a quiet space to work when involuntary physical reactions happen. This should not be used as punishment but as a way of helping the student be more successful in their surroundings.

10. Take the student away from the learning experience until they can demonstrate appropriate behavior and self-control.

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

12. Teach the student acceptable ways to express displeasure, anger, frustration, etc.

13. Do not force the student to interact with others.

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

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

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

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

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for strategies to teach students not to react violently? If so, keep reading. 1. Make the appropriate adjustments in their surroundings to prevent the student from experiencing stress, frustration, anger, etc., as much as possible.

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

3. Solidify on-task behavior by providing a full schedule of learning activities. Stop lag time from happening when the student would be more likely to take part in involuntary physical behavior.

4. Place the student near the teacher.

5. Minimize stimuli that contribute to unnecessary or excessive behavior.

6. Talk regularly with the student to direct their attention to 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.).

7. Organize their surroundings so the student does not have time to dwell on problems that are either real or imagined.

8. Stop the student from becoming overly stimulated by a learning experience (e.g., monitor or supervise student behavior to limit overexcitement in physical learning activities, games, parties, etc.).

9. Expose the student to increased stimuli in their surroundings on a gradual basis after success has been demonstrated.

10. Teach the student appropriate ways to react to personal or school experiences (e.g., calling attention to the problem, practicing problem-solving, moving away from the situation if it is menacing, etc.).

11. Give the student many chances for social and academic success.

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

13. Identify individuals the student may contact about their worries or concerns (e.g., guidance counselor, school nurse, social worker, school psychologist, etc.).

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

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

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

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

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for teaching students to adapt to a new routine? If so, keep reading.

1. If an aide works in the classroom, have the aide monitor the student’s behavior; give reinforcement; deliver instructions; etc., when a substitute teacher is in the classroom.

2. Give a quiet space for the student to work.

3. Notify the student in advance when it will be appropriate for a substitute teacher to be in the classroom and create expectations for behavior and academic performance.

4. Inform the student in advance when changes in their schedule will happen (e.g., going to P.E. at various times, going on a field trip, etc.).

5. Teach the student acceptable ways to express displeasure, anger, frustration, etc.

6. Get the student to question any directions, explanations, instructions not grasped about the change in an established routine (schedule).

7. Select a peer to model appropriate acceptance of changes in an established routine (schedule) for the student.

8. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

9. Draft an agreement with the student stipulating what behavior is required (e.g., accepting a change in routine (schedule)) and which reinforcement will be implemented when the agreement has been met.

10. Praise those students in the classroom who accept changes in an established routine (schedule).

11. Praise the student for accepting changes in an established routine (schedule) based on the number of times the student can be successful. As the student shows success, slowly increase the number of times required for reinforcement.

12. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for accepting changes in an established routine (schedule) at school.

13. Converse with the student to explain (a) what the student is doing wrong (e.g., having a tantrum, refusing to accept the change, etc.) and (b) what the student should be doing (e.g., accepting the change in routine (schedule)).

14. Assess the appropriateness of the change in routine (schedule). Ascertain if the change is too complicated and if the duration of time scheduled is sufficient.

15. Praise the student for accepting changes in an established routine (schedule): (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 a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

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

Are you looking for ways to teach kids to adapt to a new routine? If so, keep reading.

1. Give learning activities similar to those canceled in the student’s routine (schedule) (e.g., if an art learning experience is canceled due to the art teacher’s absence, give a learning experience in the classroom for the student).

2. Give the student highly desirable learning activities to perform when changes in their routine (schedule) are appropriate.

3. If a change in the student’s routine (schedule) proves too complicated, have the student remain with the established routine (e.g., if a school assembly is overstimulating for the student, have the student continue to work in their established routine).

4. At the onset, limit the number/degree of changes in the student’s established routine (schedule). As the student shows success, slowly increase the number/degree of changes in the routine.

5. Apply environmental changes within the classroom to give the student experience in change (e.g., change in seating, instructional delivery, task format, etc.) to help the student accept change in an established routine (schedule).

6. Develop a substitute teacher information packet that includes all information about the classroom (e.g., student roster, class schedule, class rules, behavior management techniques, class helpers, etc.).

7. Make sure that the student knows that classroom rules and consequences are in effect when a substitute teacher is in the classroom.

8. Indicate the names of several staff members and where they can be located in case the substitute teacher should need some assistance.

9. Notify the substitute teacher of the classroom rules and the consequences if the rules are not followed by the student.

10. Get the student to work on practice work (e.g., work that has already been taught to the student and that the student knows how to do) when a substitute teacher is in the classroom to lessen frustration and feelings of failure.

11. Request a substitute teacher who has the appropriate skills to handle problem behavior and special needs students.

12. Make sure that the substitute teacher is familiar with the behavioral support system used in the classroom (e.g., rules, point system, reinforcers, etc.).

13. Give the substitute teacher detailed information on the learning activities and tasks.

14. Designate the student specific learning activities to perform on any day when a substitute teacher may be responsible for the classroom (e.g., assistant to the substitute teacher, errands to run, line leading, class monitor, etc.).

15. Make sure the substitute teacher follows all procedures indicated by the classroom teacher (e.g., academic learning activities, behavioral support system, etc.).

16. Have special or unique duties performed by other staff members in the school building when a substitute teacher is in the classroom (e.g., administering medication, feeding, toileting, etc.).

17. Select a peer to model appropriate behavior and give information appropriate for success for the student when changes are made in an established routine (schedule).

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

19. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

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

Are you looking for strategies to teach students how to adapt to a new routine? If so, keep reading.

1. Get the student to work near a peer to follow the change in an established routine (schedule).

2. Give the student a schedule of revised daily activities that identifies the learning activities for the day and the times when they will happen.

3. Affix to the student’s desk revisions in the schedule for the day’s activities. The student may also carry it with them throughout the day.

4. Display the revised routine (schedule) throughout the classroom (e.g., on the student’s desk, smartboard, bulletin board, etc.).

5. Attempt to limit the number of times that changes must happen in the student’s routine (schedule).

6. Talk about any appropriate changes in the student’s routine (schedule) well in advance of the occurrence of the changes.

7. Teach the student to tell time to enable their capacity and ability to accept change in an established routine (schedule).

8. Get the student to rely on a predetermined signal (e.g., lights turned off and on, hand signal, etc.) to enable the capacity and ability to accept change in an established routine (schedule).

9. Get the student to use a timer to remind them of changes in an established routine (schedule).

10. Minimize distracting stimuli that might cause the student to be unable to accept change in an established routine (schedule) (e.g., movement, noise, peers, etc.).

11. Embody acceptance of change in an established routine (schedule).

12. Get the student to rely on environmental signals to remind the student when to change learning activities in their revised routine (schedule) (e.g., other students changing learning activities, bells, lights, buses arriving, etc.).

13. Select a peer to remind the student of changes in routine (schedule).

14. Inform the student when it is time to change learning activities.

15. Select a peer to escort the student to other places in the school building when a change in an established routine (schedule) has occurred.

16. Let the student have an appropriate amount of time to accept changes in an established routine (schedule).

17. Explain changes in a routine (schedule) to the student personally.

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

19. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

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

Are you looking for genius tricks to teach students not to destroy other people’s property? If so, keep reading.

1. Teach the student to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

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

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

4. Select a peer to model appropriate care and handling of others’ property for the student.

5. 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.

6. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s progress. The parents may reinforce the student at home for demonstrating appropriate care and handling of others’ property at school.

7. Draft an agreement with the student stipulating what behavior is required (e.g., putting property away, returning property, etc.) and which reinforcement will be implemented when the agreement has been met.

8. Praise the student for demonstrating appropriate care and handling of others’ property based on the duration of time the student can be successful. As the student shows success, gradually increase the duration of time required for reinforcement.

9. Praise those students in the classroom who demonstrate appropriate care and handling of others’ property.

10. Select a peer to model appropriate care and handling of others’ property for the student.

11. 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.

12. Praise the student for demonstrating appropriate care and handling of others’ property: (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 (a) what the student is doing wrong (e.g., defacing property, destroying property, etc.) and (b) what the student should be doing (e.g., putting property away, returning property, etc.).

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

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

16. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

17. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

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

Are you looking for ways to teach students not to destroy other people’s property? If so, keep reading.

1. Give an organizer for learning materials inside the student’s desk.

2. Teach the student appropriate care and handling of others’ property (e.g., sharpening borrowed pencils, keeping books free of marks and tears, etc.).

3. Make sure that all personal property is tagged with the student’s name.

4. Teach the student that borrowing personal property from others does not lessen their responsibility for the property.

5. Teach the student how to conserve rather than waste learning materials (e.g., amount of glue, tape, etc., to use; putting lids, caps, and tops on such learning materials as markers, pens, bottles, jars, cans; etc.).

6. Teach the student appropriate ways to deal with anger and frustration rather than destroying others’ property (e.g., pencils, pens, workbooks, notebooks, textbooks, etc.).

7. Teach the student how to handle property belonging to others (e.g., keep property with them, know where the property is at all times, secure property in a locker, etc.).

8. Give the student an appropriate space to store/secure others’ property (e.g., desk, locker, closet, etc.) and require the student to store all property when not in use.

9. Teach the student that the failure to care for others’ property will result in the loss of freedom to use others’ property.

10. Give reminders (e.g., a list of property or learning materials) to help the student keep and care for school properly.

11. Restrict the student’s freedom to take property from school if they are unable to remember to return the things.

12. Restrict the student’s chances to use others’ property if the student is unable to care for their own personal property.

13. Minimize the number of learning materials for which the student is responsible. As the student shows appropriate responsibility for the property, slowly increase the number of learning materials for which the student is responsible.

14. Teach the student safety rules in the care and handling of others’ property and learning materials (e.g., pencils, scissors, compass; biology, industrial arts, and home economics learning materials; etc.).

15. Require that lost or damaged property be replaced by the student. If the student cannot replace the property, compensation can be made by working at school.

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

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

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for techniques to teach students not to destroy other people’s property? If so, keep reading.

1. Make sure the student is not inadvertently reinforced for losing or damaging property by providing them with new learning materials. Give the student used or damaged learning materials, copies of the learning materials, etc., rather than new learning materials.

2. Teach the student rules for the care and handling of others’ property (e.g., always ask to use others’ property, treat the property with care, inform the teacher if the property becomes damaged, return the property in the same or better condition, etc.).

3. Do not permit peers to let the student use their property if the student is not able to care for it properly.

4. Take other student’s property from the student if the student is unable to properly care for and handle the property.

5. Provide mobility throughout the classroom to supervise the student’s care and handling of others properly.

6. Take the student away from the learning experience until they can demonstrate appropriate behavior and self-control.

7. Organize their surroundings to lessen free or unplanned time that is likely to contribute to the student’s unacceptable behavior.

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

9. Make the appropriate adjustments in their surroundings to prevent the student from experiencing stress, frustration, anger, etc., as much as possible.

10. Stop the student from becoming overstimulated by a learning experience.

11. Make the student responsible for specific learning materials (e.g., smartphone, whiteboard, microscope, etc.) in the school environment to enable a sense of responsibility and obligation to use the learning materials with care.

12. Teach the student to respect others and their belongings by respecting the student’s belongings.

13. Make sure the student is always under adult supervision.

14. Make sure the student is aware of local and federal laws regarding the destruction of others’ property.

15. Make the student replace damaged things when they destroy others’ property.

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

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

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Are you looking for strategies to help students who do not understand instructions and directions? If so, keep reading.

1. Play games that teach listening skills.

2. Provide instructions in a compassionate rather than a menacing manner (e.g., “Please listen to the instructions,” rather than, “You had better listen!”).

3. Converse with the student before going into a school assembly or cooperative learning experience and remind the student of the importance of listening to and following instructions.

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

5. Provide all instructions, questions, and explanations in a clear, concise manner and at an appropriate rate for the student.

6. Show an appropriate way to listen to and follow instructions.

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

8. Take the student away from the situation (e.g., at a school assembly, when a guest speaker is present, etc.) until they can demonstrate self-control and follow instructions.

9. Train the student to carry a notepad with them at all times. Urge them to write information down to help them keep attention.

10. Make sure you have the student’s full attention when you are talking to him/her. Stand near the student, keep eye contact, and have the student repeat the information.

11. Do not reinforce the student’s unacceptable behavior by laughing when they have not listened to instructions.

12. Ascertain whether the student heard a direction by having the student repeat it.

13. 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.).

14. Minimize the emphasis on competition in the classroom. Competition may cause the student to begin a learning experience before hearing all of what is said.

15. Create rules for listening to and following instructions (e.g., listen when someone is giving instructions, ask questions about instructions if they are not grasped, etc.). These rules should be consistent and followed by everyone in the classroom. Talk about the rules often.

16. Assist the student in listening to and following instructions by reducing distractions.

17. Minimize distracting stimuli (e.g., noise and motion in the classroom) to enable the student’s capacity and ability to listen successfully.

18. Urge the student to write down oral instructions.

19. Place emphasis on or repeat keywords, due dates, quantity, etc.

20. Utilize several modalities to accommodate more than one learning style (e.g., visual, auditory, tactile, etc.) when presenting instructions, explanations, and instructional content .

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

22. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

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

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

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

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