Academic and Behavioral Interventions

Are you looking for ways to teach kids to improve their critical thinking skills? If so, keep reading.

1. Establish a time each day for a problem-solving game, analogies, decision-making learning activities, designated duties, etc.

2. Make sure that the student can recognize the reason for real-life consequences of behavior (e.g., why the student had to leave the class line on the way to free time, why they earned the privilege of being line leader, etc.).

3. Get the student to create rules and explain why each rule is appropriate.

4. Praise those students in the classroom who demonstrate logical thinking (e.g., making responsible decisions, solving problems, making references, etc.).

5. Get the student to answer questions such as, “Why do we have rules?” “Why do you have to be a certain age before you can drive a car?” etc.

6. Get the student to answer analogy situations (e.g., a garage is to a car as a house is to a __).

7. 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.).

8. Get the student to find appropriate consequences for rules (e.g., consequences for following rules and consequences for not following rules). Get the student to explain the choice of consequences they identified.

9. Praise the student for appropriate decision-making: (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., smile, handshake, etc.).

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

11. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

12. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

13. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

14. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

Are you looking for memory hacks to help kids memory and recall skills? If so, keep reading.

1. Make sure the student receives information from an assortment of resources (e.g., texts, discussions, films, slide presentations, etc.) to enable their memory/recall.

2. Urge the student to play word games such as HANGMAN®, SCRABBLE®, Password™-, etc.

3. Create tests and exams for the student using the “Who, What, Where, On occasions where, How, and Why” format.

4. Teach the student to recognize phrases related to the information to enable their memory skills.

5. Get the student to practice repetition of information to enable memory skills (e.g., repeating names, telephone numbers, dates of activities, etc.).

6. When the student is required to recall information, remind them of the situation in which the curriculum was initially presented (e.g., “Remember yesterday when we talked about . . .?” “Remember when we were outside, and I told you about the . . .?” etc.).

7. Provide the student a sequence of words describing objects, persons, places, etc., and have them find the opposite of each word.

8. Provide the student a sequence of words (e.g., objects, persons, places, etc.) and have the student list all the words they can think of with similar meanings (i.e., synonyms).

9. Provide the student a sequence of words or images and have them name the category to which they belong (e.g., objects, persons, places, etc.).

10. After reading a short story, have the student recall the main characters, the sequence of activities, and the outcome of the story.

11. Give chances for the student to “overlearn” the curriculum presented to enable their ability to recall the information.

12. Get the student to memorize the first sentence or line of a poem, song, etc. As the student experience success, require them to memorize more lines.

13. Teach the student how to organize information into smaller units (e.g., break a number sequence into small units, e.g., break 132563 into 13, 25, 63).

14. Urge the student to use semantic mapping techniques to enable visual memory.

15. Give the student oral signals to encourage recall of content previously presented (e.g., keywords, a brief oral description, etc.).

16. Assess the appropriateness of the information to be recalled to ascertain (a) if the task is too complicated and (b) if the duration of time scheduled to finish the task is sufficient.

17. Ask the student a question when they are most likely to be able to respond successfully.

18. Get the student to record essential information that they should remember.

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

Are you looking for strategies to help students improve their critical thinking skills? If so, keep reading.

1. Provide the student duties that require logical thinking (e.g., designate the student to water plants and give a watering can and a glass, telling the student to use the most appropriate container, etc.).

2. Every day, give the student problem-solving situations that require logical thinking (e.g., “A stranger takes you by the arm in a department store. What do you do?” “You see smoke coming out of a neighbor’s house and no one is home. What do you do?” etc.).

3. Make sure the student experiences the consequences of their behavior (e.g., appropriate behavior results in positive consequences while unacceptable behavior results in negative consequences).

4. Give the student a list of questions involving logic to answer orally (e.g., “Why do we post ‘wet’ paint signs?” “Why do we have stop signs at intersections?” “Why do we wear seat belts?” etc.).

5. On occasions where something is broken, lost, etc., have the student find what could have been done to prevent the situation. Talk with the student about the value of properly keeping and organizing learning materials.

6. Get the student to read stories involving a moral (e.g., The Tortoise and the Hare, The Boy Who Cried Wolf, etc.) and explain the reason for the outcome of the story.

7. Get the student to read short stories without endings and require the student to create logical endings for the stories.

8. Provide the student situations/images and have them explain what variables are related (e.g., “Snow is falling, and the wind is blowing: Is the temperature hot or cold? What should you wear outdoors?”).

9. Get the student to sequence rearranged cartoon strips and explain the logic of the sequence they created.

10. Provide the student fill-in-the-blank statements requiring an appropriate response from multiple-choice possibilities (e.g., “The boy’s dog was dirty, so the boy decided to give his dog a _ [ dog biscuit, bath, toy].”).

11. Present the student with images of dangerous situations and have them explain why they are dangerous (e.g., a child running into the street from between parked cars, a child riding a bicycle without using their hands, etc.).

12. Utilize cause-and-effect relationships as they relate to nature and people. Talk about what led up to a specific situation in a story or an image and what could happen next, etc.

13. Consider using an education app designed to help students improve their critical thinking skills. Click here to view our list of recommended apps.

14. Consider using edtech to encourage students to work on their critical thinking skills. Here is an article that we wrote on the subject.

Are you looking for practical strategies to help kids manage perfectionism? If so, keep reading.

1. Get the student to take part in relaxing transitional learning activities designed to lessen the effects of stimulating learning activities (e.g., put head on desk, listen to the teacher read a story, put headphones on and listen to relaxing music, etc.).

2. Give the student a schedule of daily activities, so the student knows what is required for the day.

3. Give the student oral reminders or prompts when they perseverate.

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

5. Designate a peer to be an appropriate model for changing from one learning experience to another.

6. Praise the student for changing from one learning experience to another without difficulty: (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 question any directions, explanations, or instructions they do not understand.

8. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

9. Draft an agreement with the student stipulating what behavior is required (e.g., put learning materials away and get ready for another learning experience ) and which reinforcement will be implemented when the agreement has been met.

10. Praise those students in the classroom who shift from one learning experience to another without difficulty.

11. Praise the student for demonstrating acceptable behavior based on the duration of time the student can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

12. 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.

13. Converse with the student to explain (a) what they are doing wrong (e.g., failing to stop one learning experience and begin another) and (b) what he/ she should be doing (e.g., changing from one learning experience to another).

14. Minimize distracting stimuli (noise and motion) around the student (e.g., place the student on the front row, give a table or quiet space away from distractions, etc.). Use this as a way to reduce distractions, never as a punishment.

Are you looking for ways to help your child overcome perfectionism? If so, keep reading.

1. Explain that the student should be happy with their best effort rather than insist on perfection.

2. Give the student shorter learning activities. As the student shows success, slowly increase the length of the learning activities.

3. Notify the student that work not finished in one sitting can be finished later. Give the student ample time to finish earlier tasks to guarantee closure.

4. Give the student more than enough time to finish a learning experience. As the student shows success, slowly decrease the amount of time given to finish a learning experience.

5. Organize time limits so the student knows how long they have to work and when work must be finished.

6. Allow a transition period between learning activities so the student can make adjustments in their behavior.

7. Use a signal method (e.g., turning lights off and on) to notify that the end of a learning experience is near.

8. Create definite time limits and give the student this information before a learning experience begins.

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

10. Provide a consistent daily routine (schedule).

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

12. Let the student finish the learning experience unless it is troublesome to the schedule.

13. Give the student a list of learning materials needed for each learning experience (e.g., pencil, paper, textbook, workbook, etc.).

14. Show instructions/instructions prior to handing out appropriate learning materials.

15. Gather the student’s learning materials (e.g., pencil, paper, textbook, workbook, etc.) when it is time to change from one learning experience to another.

16. Give the student clearly stated expectations for all situations.

17. Give sufficient transition time for the student to finish a learning experience and get ready for the next learning experience.

18. Stop the student from becoming so stimulated by an event or learning experience that the student cannot control their behavior.

19. Define expectations of various environments and help the student develop the skills to be successful in those environments.

20. In collaboration with other school staff members, create as much consistency as possible in the school environment (e.g., rules, criteria for success, behavioral expectations, consequences, etc.).

Are you looking for hacks to improve your child’s attentions span? If so, keep reading.

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

2. Make sure the student knows what to look for when reading (e.g., main characters, main ideas, the sequence of activities, etc.).

3. Select a peer tutor to work with the student to model appropriate work habits.

4. Refrain from seating the student near people with whom they may be enticed to talk during lectures, assemblies, group projects, etc.

5. Let the student have the choice of working on the task at another time (e.g., earlier/later in the day, on another day, or at home) when they will be able to concentrate better.

6. Provide instructions in an assortment of ways to enable the student’s comprehension (e.g., if the student fails to understand oral instructions, present them in written form).

7. Choose a specific duration of time (e.g., the last five minutes of each hour, transitioning from one task to another, after finishing a task, etc.) when it is permissible for the student to converse with peers.

8. Give simple, concrete instructions.

9. Give the student encouragement when they are off-task (e.g., move near the student, speak to the student, etc.).

10. Get the student to find a peer who has the capacity and ability to remain on-task. Train the student to observe that person and try to model the behaviors that let them maintain attention.

11. Split the student from peers who may be encouraging or stimulating unacceptable behavior.

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

13. Attempt several groupings in the classroom to ascertain the situation in which the student is most successful concentrating.

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

15. 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 tactics to improve concentration in children? If so, keep reading.

1. Teach the student listening skills (e.g., stop working, clear desk of nonessential learning materials, pay attention to the source of information, write down essential points, ask for clarification, and wait until all instructions are received before beginning).

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

3. Provide visibility to and from the student at all times to monitor the student’s concentration.

4. Minimize the number of instructions in each step. Provide the student each additional step after the prior step has been finished.

5. Separate large tasks into smaller tasks (e.g., have the student write an outline for a book report, then the first rough draft, etc.).

6. Make sure that the student’s academic tasks are on their capacity and ability level.

7. Refrain from placing the student in situations that require listening for an expanded duration of time such as lectures, assemblies, seminars, etc. Give the information for the student through a recording or lecture notes.

8. Minimize distracting stimuli in and around the student’s desk (e.g., learning materials in/on the desk, etc.).

9. Get the student to take part in games requiring varying degrees of concentration (e.g., tic-tac-toe, checkers, chess, etc.).

10. Make sure the tasks required of the student are appropriate for their level of development and capacity and ability.

11. Make sure that the student knows the relationship between unacceptable behavior and the consequences that follow (e.g., failing to concentrate on schoolwork could result in low grades or unfinished work).

12. Give the student fewer tasks. As the student shows success, slowly increase the number of tasks over time.

13. Inform the student when it is time to begin a task, listen to others, etc.

14. Provide one-, two-, and three-step instructions to the student. As the student shows success in concentrating, slowly increase the number of steps.

15. 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 simple ways to improve your child’s focus? If so, keep reading.

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

2. 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 concentrate (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).

3. Urge the student to eat a balanced diet and get plenty of rest to enable their capacity and ability to concentrate.

4. Let the student take a break to regroup when they are no longer on-task.

5. Get the student to listen for crucial information when being given instructions or obtaining information (e.g., write down main points, ideas, step-by-step instructions, etc.).

6. Get the student to create a chart to follow that will let them record all tasks.

7. Urge the student to ask for clarification of any directions, explanations, and instructions before starting a task to enable comprehension.

8. Teach the student to use simple concentration and study skills (e.g., reading for the main idea, note-taking, highlighting, outlining, summarizing, studying in an appropriate environment, etc.).

9. Require the student to make eye contact while delivering information to him/her.

10. Teach the student note-taking skills (e.g., copy main ideas from the smartboard, find main ideas from lectures, condense statements into a few keywords, etc.).

11. Select a peer, paraprofessional, friend, etc., to signal the student when they are off-task (e.g., the person can touch the student’s hand as a signal that they are not remaining on-task).

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

13. Make sure the student knows that instructions will only be given once.

14. Inform the student what to listen for when being given instructions or receiving information, etc.

15. Designate one task at a time. Provide the student a specific amount of time to finish it.

16. Get the student to repeat to themselves information just heard to help them remember the essential facts.

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

18. Let the student underline or highlight essential information they read (e.g., instructions, reading tasks, etc.) to enable concentration.

19. Assess the visual and auditory stimuli in the classroom. Ascertain the number of stimuli the student can tolerate. Remove unnecessary stimuli from the student’s environment.

20. Establish a timer for the student indicating a limited amount of time to finish a task or 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 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.