Academic and Behavioral Interventions

Are you looking for strategies that help your students attention span? If so, keep reading.

1. Create an environmental setting for the classroom that promotes optimal individual performance (e.g., quiet room, background music, fresh air, etc.).

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

3. Select various people (e.g., peer, counselor, paraprofessional, etc.) to help the student remain on-task.

4. Get the student to listen and take “Who, What, Where, On occasions where, How, and Why” notes when information is presented.

5. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

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

7. Give the student an individual task when the group setting is overly distracting.

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

9. Provide information to the student on a one-to-one basis or use a peer tutor.

10. Give an incentive statement along with an instruction (e.g., “You can go to lunch after you finish 15 math problems.”).

11. Praise the student for concentrating on a task for the duration of time the student can be successful. As the student demonstrates success, slowly increase the duration of time required for reinforcement.

12. Minimize the amount of information on a page if it is visually distracting for the student (e.g., less print to read, fewer problems, isolate information that is presented to the student, etc.).

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

14. Reward the student for concentrating on a task for a specific duration of time (e.g., a break, visit briefly with a peer, etc.).

15. Pair the tasks with the student’s learning experience level. On occasions where the student is feeling highly active, give them tasks that require a great degree of movement. On occasions where the student is most likely to pay attention, give them tasks that require less movement and more sitting.

16. Urge the student to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to concentrate.

17. Support the student in staying on-task. As the student shows success, slowly lessen the amount of assistance given and require the student to independently remain on-task.

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

19. Let the student occasionally take a learning activity home when the work setting is overly distracting.

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

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 that help your students improve their ability to concentrate? If so, keep reading.

1. Show when teaching new skills. Let the student practice hands-on learning of new skills to enable concentration.

2. Utilize images, diagrams, smartboard, and gestures when delivering information to keep the student’s attention.

3. Utilize several modalities (e.g., auditory, visual, tactile, etc.) when presenting instructions, explanations, and instructional content . By using several modalities, the information may hold the student’s interest for a longer period.

4. Plan essential learning activities /tasks/meetings 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.).

5. Provide a task that involves instant, short-term tasks.

6. Spotlight essential information the student reads (e.g., instructions, reading tasks, math word problems, etc.).

7. Let logical consequences happen as a result of the student’s failure to concentrate (e.g., work not done or work finished inaccurately must be made up during leisure time, not concentrating while people are talking results in not knowing what to do, etc.).

8. Teach time management skills. Give a daily plan and have the student follow it.

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

10. Manage tasks by dividing them into small segments. Establish deadlines and reward the student after finishing each segment of the task.

11. Show tasks in small amounts (e.g., designate 10 problems, use pages removed from workbooks, etc.).

12. 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.).

13. Praise the student for beginning, attending to, and finishing tasks.

14. Organize their surroundings to lessen distracting stimuli (e.g., place the student on the front row; Give a table or quiet space away from distractions). Use this as a way to reduce distractions, never as a punishment.

15. Establish time limits for finishing tasks. Prompt the student as a reminder of time constraints when working on projects.

16. Utilize more exciting or stimulating learning activities as a reward for finishing fewer exciting learning activities (e.g., the student must finish drill and practice before working on the computer).

17. Praise the student for concentrating: (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.).

18. Communicate clearly to the student 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 time.

19. Provide physical contact with the student while talking to them (e.g., touch the student’s hand or shoulder).

20. Give clearly stated instructions, written or oral. Make instructions as simple and concrete as possible.

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 that help your students improve their sense of direction? If so, keep reading.

1. Teach “north,” “south,” “east,” and “west” using the classroom, playground, school building, etc.

2. Utilize concrete examples when teaching ideas of up-down,” “high-low,” “above-below,” etc. Utilize books, balls, regular classroom learning materials, etc., when trying to express these ideas.

3. Utilize the terms “right” and “left” as part of the instructions you give to the student (e.g., refer to the windows on the left side of the room, the smartboard on the right side of the room, etc.).

4. Find instructions in the classroom with signs (e.g., on the ceiling put “up,” on the floor put ”down,” etc.).

5. Get the student to practice following instructions on paper. Train the student to make a mark or image on the right, left, middle, top, and bottom portions of the paper according to the instructions given.

6. Refrain from the problem of mirror images by standing next to the student when giving “right” and “left” instructions.

7. Develop an obstacle course using learning materials in the room. Learners can step “into” the box, crawl “over” the desk, walk “under” the coat rack, stand “on” the table, etc.

8. Post directional signs in the room (e.g., “turn left,” “games under cabinet,” etc.).

9. Play Simon Says for practice with instructions (e.g., “Raise your left hand.” “Walk behind the chair.” etc.).

10. Organize scavenger hunts. Get the student to look for a pencil in the desk, a book under the table, a glass on the chair, etc.

11. Get the student to sort left and right gloves, shoes, paper hand and foot cutouts, etc.

12. Daily, examine the ideas of directionality.

13. Tag strips of paper left and right and attach them around the student’s wrists.

14. Get the student to practice walking forward and backward, moving toy cars and trucks forward and backward, etc.

15. Get the student to find objects that move up and down (e.g., airplanes, teeter-totter, etc.).

16. Highlight doors that are tagged “push” and “pull” and learning activities that require pushing and pulling (e.g., opening drawers, opening doors, etc.).

17. Utilize concrete examples and experiences in teaching directionality (e.g., “east-west” signs on the wall, “left-tight” armbands, etc.).

18. Find objects that represent “over” and “under” (e.g., a bridge is “over” water, people sleep “under” covers, birds fly “over” our heads, rugs are “under” our feet, etc.).

19. Teach the concept of above and below with examples in the classroom (e.g., the ceiling is “above” our heads and the floor “below” our feet, etc.).

20. Get the student to find things that represent the concept of” “”on” and “out” (e.g., we pour milk “in” a glass and pour it “out,” we walk “in” a room and walk “out, etc.).

21. Place emphasis on learning activities that require the action of “off’ and “on” (e.g., we turn lights “on” for light and “off’ when we do not need them, we turn the stove “on” to heat things and “off’ when things are hot, we put clothes “on” to go to school, leaves fall “off’ a tree in the fall, etc.).

22. Teach the concept of” before” and “after” with examples from the student’s daily routine (schedule) (e.g., we wake up “before” we eat breakfast, we go to school “after” we eat breakfast, we eat lunch “after” we have morning free time, etc.).

Are you looking for strategies for improving auditory memory? If so, keep reading.

1. Utilize images, diagrams, smartboard, and gestures when presenting information.

2. Get the student to prepare for tests using the “Who, What, Where, On occasions where, How, and Why” format.

3. Minimize distracting stimuli (e.g., noise and motion) around the student (e.g., place the student on the front row; give quiet space away from distractions). This is to be used as a way to lessen distractions, not as a form of punishment.

4. Utilize several modalities (e.g., auditory, visual, tactile, etc.) when presenting instructions, explanations, and instructional content. Ascertain which modality is stronger and utilize that modality.

5. Show ideas following the (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why outline.

6. 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, the student is looking at the task, etc.).

7. Separate at several points during a presentation of information to check the student’s comprehension.

8. Give the student sufficient chances for repetition of information through various experiences, to enable memory.

9. Give information visually (e.g., written instructions or instructions, etc.) to support information the student receives auditorily.

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

11. Utilize vocabulary that is on the student’s level of comprehension when delivering instructions, explanations, and information.

12. Get the student to listen and take notes for “Who, What, Where, On occasions where, How, and Why” when ideas are presented.

13. Consider using an education app to help the student enhance their auditory memory. Click here to view a list of apps that we recommend.

Are you looking for ways to help kids with auditory processing disorder? If so, keep reading.

1. Get the student to follow one-, two-, and three-step oral instructions.

2. When reading a story to the student, stop on occasion to ask questions about the plot, main characters, activities in the story, etc.

3. Get the student to pretend they are a server in a restaurant. Give them an order and then have them repeat it.

4. Get the student to rephrase directions, explanations, and instructions soon after they have been given.

5. Utilize as much visual information as possible when teaching (e.g., smartboard, overhead projections, images, etc.).

6. Get the student to record directions, explanations, and instructions to replay as needed.

7. Utilize simple, concise sentences to express information to the student.

8. Get the student to recall names of friends, days of the week, months of the year, addresses, telephone numbers, etc.

9. After listening to a story on tape, CD, etc., have the student recall characters, main activities, sequence of activities, etc.

10. Get the student to read along while listening to a recorded story or book.

11. Show instructions following the (1) What, (2) How, (3) Learning materials, and (4) On occasions where outline.

12. Get the student to take notes following the “What, How, Learning materials, and On occasions where” format when instructions are being given.

13. Praise the student for remembering information received auditorily: (a) give the student a concrete reward (e.g., special privileges, line leading, passing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

14. Consider using an education app to help the student enhance their auditory memory. Click here to view a list of apps that we recommend.

Are you looking for strategies that help your students improve their auditory memory? If so, keep reading.

14 Ways to Help Your Struggling Learner Strengthen Their Auditory Memory

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

2. Draw the student’s attention to crucial aspects of auditory communications as they happen (e.g., repeat essential points, call the student by name, tell the student that information is particularly essential, etc.).

3. Assess the appropriateness of the task to ascertain (a) if the task is too complicated (e.g., too much information to remember) or (b) if the duration of time required for the student to remember the information is too long (i.e., time lapse between the presentation of content and request for recall is too long).

4. Give the student more than one source of directions, explanations, instructions, etc., before requiring them to remember information.

5. Give the student auditory signals when they are required to recall information to help them remember the information previously presented (e.g., say, “Remember yesterday when I said . . ., ” etc.).

6. Give information visually to support information the student receives auditorily.

7. Teach the student to learn lists of information in small parts (e.g., phone numbers are learned as 123, then 874, then 1710, etc.).

8. Slowly have the student follow one-, two-, and three-step oral instructions.

9. Give the student oral instructions, rules, lists, etc. Praise the student for being able to recall information that is presented in oral form.

10. Give stories, instructions, etc., in a printed format so the student may read along as they listen.

11. Inform the student what to listen for before delivering auditory information.

12. Have the student deliver oral messages to other teachers in the school building.

13. Show auditory information slowly enough for the student to comprehend the information being presented.

14. Consider using an education app to help the student enhance their auditory memory. Click here to view a list of apps that we recommend.

Are you looking for strategies that help your students unlock the power of visual memory? If so, keep reading.

1. Teach the student to learn sequences and lists of information in segments (e.g., telephone numbers are learned as 123, then 874, then 1710, etc.).

2. Get the student to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.

3. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

4. Make it pleasant and positive for the student to ask questions about things not grasped. Praise the student by assisting, congratulating, etc.

5. Teach the student to recognize common visual symbols (e.g., a red octagon means stop, a skull and crossbones represent poison, etc.).

6. Give the student written instructions, rules, lists, etc. Praise the student for being able to recall the information given in the written form.

7. Praise the student for remembering information received visually: (a) give the student a concrete reward (e.g., classroom privileges, line leading, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

8. Assess the appropriateness of the task to ascertain if ( a) the task is too easy, (b) the task is too complicated (e.g., too much information to remember) or ( c) the duration of time required for the student to remember is sufficient (e.g., the presentation of information was too brief, the time lapse between the presentation of content and request for recall was too long, etc.).

9. Inform the student of the situation in which the content was initially presented to help them remember information (e.g., say, “Remember yesterday when we talked about …?” “Remember when we were outside, and we looked at the …?” etc.).

10. Give the student visual signals to help them remember the information previously presented (e.g., using keywords printed on the smartboard, exposing part or all of an image, etc.).

11. Draw the student’s attention to crucial aspects of visual images (e.g., by highlighting, outlining, drawing arrows, etc.).

12. Give auditory information (e.g., oral instructions or explanations, etc.) to support information the student receives visually.

13. Make the student recall days of the week, months of the year, birthdates, addresses, telephone numbers, etc., after seeing this information in written form.

14. Consider using an education app to help the student enhance their visual memory. Click here to view a list of apps that we recommend.

Are you looking for tips to increase concentration power in kids? If so, keep reading.

1. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

2. Let the student record information from lectures and assemblies and make notes from these recordings.

3. 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 (e.g., concentrating on a task) and which reinforcement will be implemented when the agreement has been met.

4. Give the student appropriate time limits for the conclusion of tasks.

5. Urge the student to say a mantra to themselves when entering a situation where they have to sit for an expanded duration of time (e.g., concentrate, concentrate, concentrate).

6. Do not designate too many things for the student to do at once; give more than enough time to finish tasks, and do not expect perfection.

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

8. Utilize several high interest means to connect with the student (e.g., auditory, visual, manipulatives, etc.).

9. Train the student to imagine the appropriate steps required to finish a task before starting that task.

10. Get the student to keep a list of things to do to organize and focus on what needs to be accomplished for a specific task, day, etc.

11. Get the student to work with a peer who is calm and capable of concentrating on a task for an expanded period.

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

13. Provide the student one task to perform at a time. Present the next task after the student has successfully finished the prior task.

14. Separate at several points during a presentation of information to check the student’s comprehension.

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

16. Make the curriculum significant to the student (e.g., explain the purpose of a task, relate the curriculum to the student’s environment, etc.).

17. Make it a routine (schedule) to periodically review the student’s notes, the daily calendar of activities, or tasks that need to be finished.

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

19. Show the student when they do not remain on-task, pay attention to a conversation, etc., what they did wrong, what should have been done, and why.

20. Place the student near the source of information to enable their capacity and ability to keep attention.

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 that help your students improve their visual memory? If so, keep reading.

1. Get the student to read and follow one-, two-, and three-step instructions.

2. Get the student to listen and take notes for “Who, What, Where, On occasions where, How, and Why” when ideas are presented.

3. Utilize several modalities (e.g., auditory, visual, tactile, etc.) when presenting instructions, explanations, and instructional content .

4. Give the student auditory signals to help them remember the information previously presented (e.g., say keywords, give a brief oral description to clue the student, etc.).

5. Cut images from a cartoon strip. Present the images to the student in the correct sequence. Shuffle the images and ask the student to place them in the correct sequence.

6. Get the student to play concentration games (e.g., matching numbers, words, symbols, etc., by turning them over and remembering their place).

7. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

8. Minimize visual distractions by isolating the information that is presented to the student (e.g., cover other information on the page, expose only a portion of an image at a time, etc.).

9. Find the student’s most efficient learning mode. Utilize it continuously to enable the student’s comprehension (e.g., if the student has difficulty comprehending written information or instructions, present the information orally).

10. Record stories, instructions, etc., so the student may listen to the information while reading along.

11. Spotlight essential information the student reads (e.g., instructions, reading tasks, math word problems, etc.).

12. Minimize the amount of information on a page if it is causing visual distractions for the student (e.g., less print to read, fewer problems, isolate information this is presented to the student, etc.).

13. Give the student more than one exposure to the visual information prior to requiring them to remember it.

14. Consider using an education app to help the student enhance their visual memory. Click here to view a list of apps that we recommend.

Are you looking for ways to ensure that your students understand what is expected of them? If so, keep reading.

1. Make sure that eye contact is being made between you and the student when delivering oral questions and instructions.

2. Give questions and instructions in written form.

3. 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.

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

5. Minimize the number of auditory distractions around the student (e.g., seat the student away from doors, windows, pencil sharpener; move the student to a quiet area, etc.).

6. Make sure the student is paying attention when you deliver oral questions and instructions (e.g., making eye contact, hands are free of learning materials, looking at tasks, etc.).

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

8. Make sure the student is paying attention when they are told to do something. Get the student to make eye contact and repeat the information to check for comprehension.

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

10. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

11. Show oral questions and instructions concisely and at an appropriate pace for the student.

12. Show oral questions and 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).

13. Give information visually (e.g., written instructions, directions, etc.) to support the information the student receives auditorily.

14. Make sure that the expectations required of the student are appropriate for their level of development and capacity and ability.

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

16. Give practice in listening for crucial information when instructions are being given or information is being received (e.g., write down main points, ideas, step-by-step instructions, etc.).

17. Get the student to orally repeat directions, explanations, and instructions after they have been given to reinforce retention.

18. Select a peer to deliver and/or repeat oral questions and instructions.

19. Give visual information (e.g., written instructions, instructions, etc.) to support the information the student receives auditorily.

20. Minimize distracting stimuli (e.g., place the student on or near the front row, give a table or “office” space away from distractions, etc.). Use this strategy to reduce distracting stimuli and not as a form of punishment.

21. Consider using a classroom management app to help the student learn to do what is expected of them. 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.