Academic and Behavioral Interventions

Are you looking for hacks to teach students not to interrupt others? If so, keep reading.

1. Be firm, fair, and consistent, expecting the student to behave appropriately. Do not Let the student interrupt one time and expect them not to interrupt the next time.

2. Draft an agreement with the student stipulating what behavior is required (e.g., waiting for a turn to speak, working quietly, etc.) and which reinforcement will be implemented when the agreement has been met.

3. Always treat the student with the utmost respect. Talk objectively at all times.

4. Show the student when they interrupt that you are talking now, and they may talk to you in a few moments.

5. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel negatively about themselves.

6. Provide visibility to and from the student to keep their attention when oral questions/instructions are being delivered. The teacher and the student should be able to see each other at all times. Make eye contact possible at all times.

7. Place the student away from those students they are most likely to bother.

8. Teach the student appropriate ways to express needs to others (e.g., waiting for a turn, raising their hand, etc.).

9. Do not let the student use ADHD as an excuse. Hold the student responsible for their actions. However, understand how to accept the problems ADHD brings into the student’s life while they are learning to make accommodations.

10. Give students frequent chances to interact with one another (e.g., before and after school, between learning activities, etc.).

11. Provide the student with frequent chances to join conversations with others by allowing them time to talk, asking them to repeat an experience, etc.

12. Make sure that the student knows the relationship between unacceptable behavior and the consequences that follow (e.g., others ignoring him/her, hurting others’ feelings, etc.).

13. Show the student an appropriate way to get someone’s attention without interrupting.

14. Do not interrupt the student when they are doing something, talking to someone, etc.

15. Make sure the student knows when it is acceptable to interrupt others (e.g., in an emergency).

16. Place the student near the teacher.

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

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

19. Consider using Alexa to help the student learn to behave appropriately. 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 ways to encourage students not to interrupt others? If so, keep reading.

1. Get the student to question any directions, explanations, or instructions before starting a task to reinforce comprehension and avoid interrupting peers later to ask questions.

2. Converse with the student to explain (a) what they are doing wrong and (b) what they must be doing (e.g., waiting for a turn to speak, working quietly, etc.).

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

4. Teach the student to ask themselves questions such as, “What should I be doing right now?” “Is what I have to say relevant to this topic?” “Is this an excellent time for me to comment?”

5. Urge the student to remind themselves to wait when they feel the urge to interrupt (e.g., “Stop. Count to 10.”).

6. Teach the student to use techniques such as crossing their and legs, clinching their fists, and webbing their hands when they feel the urge to interrupt.

7. Show the student the importance of treating people as they want to be treated (e.g., people will not interrupt you if you do not interrupt them).

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

9. Show the student why it is essential not to interrupt others. Assist them in understanding that it is impolite, that they might hurt someone’s feelings, etc.

10. Get the student to make a list of consequences associated with regularly occurring behaviors (e.g., By disrupting others, they will be perceived as unmannerly. By behaving aggressively, the student will cause people to avoid him/her.).

11. Show the student the need to lessen impulsive behavior to increase work productivity and general happiness.

12. Make sure that you do not interrupt others. If you interrupt others, the student will continue to do so.

13. Create rules for conversing with others (e.g., wait for your turn to talk, stand quietly by the person with whom you want to talk until you are noticed, excuse yourself when you interrupt others, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

14. Select a peer who does not interrupt others. Urge the student to observe that person and try to model the behaviors that Let them be patient.

15. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the student begins to display unacceptable behaviors.

16. Practice continuously the class rules regarding talking aloud during quiet activity periods.

17. Teach appropriate social rituals (e.g., say, “Excuse me,” before interrupting; wait until someone stops speaking to begin talking, etc.).

18. Get the student to find the situations in which they are most likely to interrupt. After they have identified these situations, have them think of ways to minimize their occurrences.

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

20. 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.

21. Get a peer to signal the student when they are interrupting others (e.g., the peer can touch the student’s arm or desk as a signal that they are interrupting).

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

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

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

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

Are you looking for strategies to teach students not to interrupt others? If so, keep reading.

1. Connect with the student’s parents to disseminate information about the student’s appropriate behavior. The parents may reinforce the student at home for not interrupting other students at school.

2. Urge the student to say a mantra to themselves when entering a situation where they may be inclined to interrupt (e.g., do not interrupt, do not interrupt, do not interrupt).

3. Train the student to carry a notepad with him/her at all times and to write information down to help them remember.

4. Teach yourself and others about ADHD to increase comprehension and accommodation of interruptive behavior.

5. Assist the student in realizing that all behavior has negative or positive consequences. Urge the student to practice behaviors that will lead to positive consequences.

6. Urge the student to create an understanding of themselves and those around him/her. Get the student to periodically step back and ask themselves, “Am I interrupting others?”

7. 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 interrupting others (e.g., perceived as unmannerly, avoided, etc.).

8. Take into account the student’s age and capacity and ability level carefully before expecting them not to interrupt others when they are talking, working, reading, etc.

9. Teach the student about ADHD and the need to self-monitor behavior.

10. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

11. Praise the student for demonstrating appropriate behavior: (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.).

12. Praise the student for demonstrating appropriate behavior (e.g., waiting for a turn to speak, working quietly, etc.) 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.

13. Select a peer to model appropriate behavior for the student.

14. Urge the student to become aware of the times when they are most impulsive and likely to interrupt others (e.g., in a large group of people, when they are angry, etc.) and limit their interactions with others during these times.

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

16. Praise those students in the classroom who wait for their turn to speak, do not interrupt others, work quietly, etc.

17. Give the student an easily grasped list of consequences for unacceptable behavior.

18. Minimize the emphasis on competition. Competitive learning activities may cause the student to become anxious and interrupt others.

19. Teach the student to read signals from others (e.g., if they begin to interrupt a peer and that person continues to talk, realize that they are interrupting and stop talking; when there is silence in a class, it is not appropriate to fill the silence with remarks, etc.).

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

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

22. Consider using Alexa to help the student learn to behave appropriately. 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.

Are you looking for genius ways to encourage students not to blurt out answers during class? If so, keep reading.

1. Provide sufficient chances to respond (i.e., enthusiastic students need many chances to contribute).

2. Give academic and leisure learning activities that let the student be highly active and talkative.

3. Talk regularly with the student to lessen the need to blurt out answers without being called on.

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

5. Select a peer, paraprofessional, friend, etc., to signal the student when they blurt out responses (e.g., the person can touch the student on their arm or desk as a signal that they are blurting out responses).

6. Teach the student to recognize an appropriate time to speak (e.g., when the teacher has finished speaking, after raising their hand, to make remarks within the context of the situation, to make remarks that are a follow-up to what has just been said, etc.).

7. Make the appropriate adjustments in their surroundings to prevent the student from experiencing stress, frustration, or anger (e.g., lessen peer pressure, academic failure, teasing, etc.).

8. Urge the student to remind himself/herself to wait when they feel the urge to blurt out responses/answers (e.g., “Stop. Count to 10.”).

9. Provide visibility to and from the student to keep their attention when oral questions/instructions are being delivered. The teacher and the student should be able to see each other at all times. Make eye contact possible at all times.

10. Create rules for conversing with others (e.g., wait your turn to talk, stand quietly by the person with whom you want to talk until you are noticed, excuse yourself when you interrupt others, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

11. Praise those students in the classroom who wait to be called on before speaking.

12. Talk with the student to explain(a) what the student is doing wrong (e.g., blurting out answers) and (b) what the student should be doing (e.g., waiting until it is appropriate to speak, waiting to be called on before speaking, etc.).

13. Draft an agreement with the student stipulating what behavior is required (e.g., waiting to be called on before speaking) and which reinforcement will be implemented when the agreement has been met.

14. Urge the student to model the behavior of peers who successfully wait to answer questions.

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

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

17. Consider using Alexa to help the student learn to behave appropriately. 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 students not to blurt out answers during class? If so, keep reading.

1. Make sure that reinforcement is not provided for unacceptable behavior(e.g., paying attention to the student only when they blurt out answers without being called on).

2. Praise the student for raising their hand to be recognized.

3. Show the student why they have been asked not to talk.

4. Give the student a predetermined signal if they begin to blurt out answers without being called on.

5. Give constant, positive reinforcement for appropriate behavior. Ignore as many unacceptable behaviors as possible.

6. Urge the student to self-monitor their impulsivity. Awareness should lessen impulsive behaviors.

7. Get the student to work in small groups in which there are frequent chances to speak. As the student learns to wait longer for a turn to speak, slowly increase the size of the group.

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

9. Organize the student’s surroundings to limit chances for unacceptable behaviors (e.g., keep the student engaged in learning activities, have the student seated near the teacher, allow several responses when appropriate, etc.).

10. Teach yourself and others about ADHD to increase comprehension and accommodation of impatient behavior.

11. Give the student an easily grasped list of consequences for unacceptable behavior.

12. Assist the student in improving concentration skills (e.g., listening to the speaker, taking notes, preparing remarks in advance, making remarks in an appropriate context, etc.).

13. Minimize the emphasis on competition. Competitive learning activities may cause the student to become overexcited and blurt out answers without being called on.

14. Teach the student about ADHD and the need for developing skills to self-monitor behavior.

15. Urge the student to create an understanding of themselves and those around him/her. Get the student to periodically step back and ask themselves, “Am I blurting out answers and dominating the conversation?”

16. 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 impulsivity (e.g., perceived as unmannerly, avoided, etc.).

17. Make the student aware of the number of times they blurt out answers without being called on.

18. Train the student to carry a notepad with him/ her at all times and to write information down to help them remember.

19. Make sure the student does not become overstimulated by a learning experience.

20. Get the student to practice waiting for short periods for a turn to speak. As the student shows success, slowly increase the duration of time required for a turn to speak.

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

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

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

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

Are you looking for strategies to teach students not to blurt out answers during class? If so, keep reading.

1. Create classroom rules: • Remain on-task. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

2. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the student’s appropriate behavior. The parents may reinforce the student at home for waiting to be called on before speaking.

3. Ask questions frequently to prevent the student from becoming impatient and blurting out answers.

4. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel negatively about themselves.

5. Do not let the student interrupt you by letting them talk to you at the time they blurt out answers. Inform the student that they will need to wait until you are finished talking. Allowing the student to talk after interrupting reinforces the behavior and may increase the number of times they blurt out answers.

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

7. Do not let the student use ADHD as an excuse. Hold the student responsible for their actions. However, accept the problems that ADHD brings into the student’s life while they are learning to make accommodations.

8. Ask the student a question when they are most likely to be able to respond correctly.

9. Try to give equal attention to all students in the classroom.

10. Provide directions, explanations, and instructions in a clear, concise manner to lessen the student’s need to ask questions.

11. Minimize learning activities that might threaten the student (e.g., lessen peer pressure, academic failure, teasing, etc.).

12. Provide the student with duties in the classroom (e.g., running errands, chances to help the teacher, etc.).

13. Get the student to be the leader of a cooperative learning experience if they possess a mastery of a skill or have an interest in that area.

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

15. Always treat the student with the utmost respect. Talk objectively at all times.

16. Teach the student to use techniques such as crossing their arms and legs, clinching their fists, and webbing their hands when they feel the urge to blurt out answers without being called on.

17. Show the student the reasons why blurting out answers without being called on is unacceptable (e.g., impolite, hurts others’ feelings, etc.).

18. Praise the student for waiting to be called on before speaking: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, five minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

19. Praise the student for waiting to be called on before speaking 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.

20. Make sure that the student’s feelings are considered when it is appropriate to deal with unacceptable remarks (i.e., handle remarks in such a way as to not diminish the student’s enthusiasm for participation).

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

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

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

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

Are you looking for ways to teach kids not to abuse drugs or alcohol? If so, keep reading.

1. Minimize the emphasis on competition and help the student realize that success is individually defined.

2. Be willing to take the time to listen, share, and talk with the student.

3. Boost your own professional knowledge of laws and treatment about drug or alcohol use and abuse.

4. Teach the student alternative ways to deal with requirements, challenges, and pressures of the school experience (e.g., deal with problems when they arise, practice self-control at all times, share problems or concerns with others, etc.).

5. Provide sufficient supervision at all times and in all areas of the school (e.g., hallways, bathrooms, between classes, before and after school, school grounds, etc.).

6. Make sure the student is aware of local, state, and federal laws regarding the possession of unacceptable or illegal learning materials on school grounds.

7. 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 behavior at school.

8. Draft an agreement with the student stipulating what behavior is required (e.g., not bringing alcohol to school) and which reinforcement will be implemented when the agreement has been met.

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

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

11. Praise those students in the classroom who demonstrate appropriate behavior.

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. Talk with the student to explain(a) what the student is doing wrong (e.g., bringing unacceptable or illegal learning materials to school) and (b) what the student should be doing (e.g., following an established code of conduct, following rules, taking care of duties, etc.).

14. Praise the student for demonstrating appropriate behavior: (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.).

15. Give the student personal acknowledgment during school hours (e.g., follow up on details of earlier communications, keep a direction for conversation, etc.).

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

17. 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?”).

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

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

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

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

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

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

24. 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 abuse drugs or alcohol? If so, keep reading.

1. Connect with parents, agencies, or appropriate parties to tell them about the problem, identify the cause of the problem, and discuss potential solutions to the problem.

2. Give a drug information program for the individual student, the class, or the student body.

3. Give information on penalties for possession or use of alcohol and drugs at school.

4. Include the student in extracurricular learning activities to help them create appropriate interests.

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

6. Convey concerns to the administration and seek a referral to an agency for investigation of alcohol or drug abuse.

7. Urge the student to become involved in athletic or extracurricular learning activities.

8. Designate the student learning activities that would require interactions with a respected role model (e.g., older student, high school student, college student, community leader, someone held in esteem, etc.).

9. Give the student intelligent, accurate information about drugs and alcohol rather than using sensationalized scare tactics.

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

11. Urge the student to excel in a particular area of interest (e.g., give information for the student; give personal and professional support; sponsor the student; etc.).

12. Provide frequent contact with the student during school hours (e.g., follow up on details of earlier communications, etc.).

13. Lead and direct the student. Do not lecture and make requirements.

14. Keep anecdotal records of the student’s behavior to track and monitor changes in behavior.

15. On occasions where logical consequences from peers happen (e.g., criticism, loss of friendship, etc.) because of the use of drugs or alcohol at school, bring the consequences to the student’s attention.

16. Urge the student’s parents to be positive and compassionate with the student as opposed to being negative and menacing.

17. Be a resource for parents by providing information on agencies, counseling programs, etc.

18. Teach the student to be happy with their personal best effort rather than perfection.

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

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

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

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

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

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

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

Are you looking for genius ways to teach students to take notes during class? If so, keep reading.

1. Show information in short segments for the student to take notes. As the student experiences success, slowly increase the length of the segments that are presented.

2. Make sure the vocabulary used in presenting instructions and lectures is appropriate for the student’s capacity and ability level.

3. Make sure the student has all the learning materials appropriate for note-taking (e.g., paper, pencil, pen, etc.).

4. Make sure the student uses any appropriate aids to enable note-taking (e.g., eyeglasses, hearing aid, etc.).

5. Put the student next to a peer so the student can copy the notes taken by the peer.

6. Make sure the student has sufficient surface space on which to write when taking notes (e.g., uncluttered desktop).

7. Minimize distracting stimuli that interfere with the student’s note-taking (e.g., other students talking, outdoor learning activities, movement in the classroom, hallway noise, etc.).

8. Show the information in the most exciting manner possible.

9. Get the student to record instructions and lectures as an alternative to written note-taking.

10. Summarize the main points of instructions and lectures for the student.

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

12. Provide visibility to and from the student when delivering instructions and lectures to enable the student’s success in note-taking.

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

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

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

16. Consider providing the student with a notetaking app. Click here to view a list of the best of the best notetaking apps.

Are you looking for ways to teach students to take notes during class? If so, keep reading.

1. Teach the student that instructions or lectures should be written in the form of notes when they are presented.

2. Get the student to practice legible manuscript or cursive handwriting during simulated and actual note-taking learning activities.

3. Get the student to keep their notes organized in a folder for each subject or learning experience.

4. Inspect the student’s notes before they begin a task to ascertain if they contain sufficient information for the task.

5. Give the student an outline or questions to be finished during the presentation of instructions or lectures.

6. Give the student samples of students’ notes of classroom instructions or lectures that have been given so that they may learn what information is appropriate when taking notes.

7. Make sure the student is in the best place in the classroom to receive information for note-taking (e.g., near the board, teacher, or other sources of information).

8. Make sure that supervision of the student’s note-taking can easily be given.

9. Get the student to prepare for tests using the “Who, What, Where, On occasions where, How, and Why” method. The teacher should then test this same information.

10. Show instructions and lectures clearly and loudly enough for the student to hear.

11. Give the student both oral and written instructions.

12. Pair the rate of delivery of the instructions and lectures to the student’s capacity and ability to take notes.

13. Give instructions and lectures in sequential steps to enable student note-taking.

14. Consider providing the student with a notetaking app. Click here to view a list of the best of the best notetaking apps.