Are you looking for ways to prevent kids from wandering around the classroom needlessly? If so, keep reading.

1. 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.

2. Assess the visual and auditory stimuli in the classroom. Ascertain the number of stimuli the learner can tolerate. Remove unnecessary stimuli that contribute to the learner’s unnecessary or excessive movement from the classroom environment.

3. Be firm, fair, and consistent, expecting the learner to sit quietly without moving about unnecessarily. Do not let the learner move about unnecessarily one day and expect them to sit quietly the next day.

4. Plan short learning activities for the learner to perform while seated. As the learner shows success staying in their seat, slowly increase the length of the learning activities.

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

6. Get a peer to signal the learner when they move about unnecessarily (e.g., the person can touch the learner’s arm as a signal that they are moving about unnecessarily).

7. Be firm, fair, and consistent with having the learner leave a situation when they begin to move about necessarily (e.g., send the learner to a study carrel for 10 minutes, make them sit in a chair for fiveminutes, etc.).

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

9. Place the learner near the teacher.

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

11. Coordinate individual tasks when the group setting is overly distracting.

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

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

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

15. Talk regularly with the learner to prevent excessive or unnecessary body movements.

16. Do not let the learner take part in learning activities that cause them to become so excited that they move about unnecessarily.

17. Observe the learner to prevent them from not sitting quietly and moving around unnecessarily.

18. Teach the learner to use techniques to gain self-control when they are moving about unnecessarily (e.g., count to 10, say the alphabet, sit in a chair, leave the situation, etc.).

19. Provide the learner with frequent chances to leave their seat for appropriate reasons (e.g., getting learning materials, running errands, assisting the teacher, etc.).

20. Allow the learner some movement while performing tasks. Observe and limit the amount of movement.

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 support students who make sexually explicit comments? If so, keep reading.

1. Keep a professional relationship with students at all times and in all settings, making sure that your behavior does not encourage sexually related behaviors.

2. Teach the learner appropriate ways to express displeasure, anger, frustration, etc.

3. Teach the learner 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?”).

4. 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.

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

6. Connect with the parents(e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for engaging in appropriate behavior at school.

7. Draft an agreement with the learner stipulating what behavior is required (e.g., communicating with others appropriately) and which reinforcement will be implemented when the agreement has been met.

8. Do not force the learner to interact with others.

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

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

11. Praise those students in the classroom who take part in appropriate behavior.

12. Talk with the learner to explain(a) what the learner is doing wrong (e.g., making sexual references, touching others, making gestures, etc.) and (b) what the learner should be doing (e.g., following the rules, working on-task, paying attention to duties, etc.).

13. Praise the learner for engaging in socially appropriate individual or group behavior: (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, 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.

Are you looking for ways to support students whose behavior is unpredictable? If so, keep reading.

1. Give praise and recognition of appropriate behavior as often as possible.

2. Teach the learner 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?”).

3. Do not provide too much free time for the learner.

4. Organize their surroundings so the learner does not have time to demonstrate unacceptable behavior.

5. Give the learner alternative approaches to testing (e.g., test the learner orally, make tests shorter, let the learner take the test in the resource room, etc.).

6. Refrain from a discussion of topics sensitive to the learner (e.g., divorce, death, unemployment, alcoholism, etc.).

7. Give as many enjoyable and exciting learning activities as possible.

8. Give a consistent routine (schedule) for the learner to enable stability.

9. Allow flexibility in meeting academic requirements when the learner shows sudden or dramatic mood changes (e.g., allow more time, modify tasks, give help with tasks).

10. Teach the learner to recognize sudden or dramatic changes in behavior so they may deal with it appropriately.

11. Notify the learner in advance when a change at school is going to happen (e.g., change in routine (schedule), special activities, end of one learning experience and beginning of another, etc.).

12. Provide the learner with sufficient time to make adjustments to learning experience changes, new situations, etc., (e.g., give the learner several minutes to move from one learning experience to another).

13. Stop the occurrence of specific stimuli that cause the learner to demonstrate sudden or dramatic changes in behavior (e.g., demanding situations, interruptions, competition, abrupt changes, etc.).

14. Give the learner a selection of tasks and require the learner to select a minimum number from the total amount (e.g., present the learner with 10 academic tasks from which 6 must be finished that day).

15. Give the learner a schedule of daily activities so the learner will know what is required of him/her.

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.

Are you looking for ways to support students who exhibit sudden mood changes? If so, keep reading.

1. Make sure the learner does not become involved in overstimulating learning activities that would cause them to have mood changes.

2. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

3. Teach the learner appropriate ways to express displeasure, anger, frustration, etc.

4. Convey your feelings in a socially acceptable way.

5. Teach the learner 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?”).

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

7. 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.

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 time scheduled to finish the task is sufficient.

9. Praise the learner for demonstrating consistent and appropriate behavior: (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, etc.).

10. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating consistent and appropriate behavior at school.

11. Draft an agreement with the learner stipulating what behavior is required (e.g., consistent, and appropriate behavior) and which reinforcement will be implemented when the agreement has been met.

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 learner to explain(a) what the learner is doing wrong (e.g., becoming angry or upset easily, etc.) and (b) what the learner should be doing (e.g., following the rules, considering others, controlling impulsive behavior, etc.).

14. Praise the learner for demonstrating appropriate behavior (academic or social) based on the duration of time they can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

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

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

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

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

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

Are you looking for hacks to support students who act impulsively? If so, keep reading.

1. Minimize the emphasis on competition. Competition may result in impulsive behavior to win or be first.

2. Teach the learner decision-making steps: (a) think about the people that will be affected, (b) think about consequences and the impact of your actions, ( c) carefully consider the situation at hand, (d) think of various potential courses of action, and (e) think about what is best for you.

3. Inform the learner why we all must practice responsibility.

4. Place emphasis on individual success or progress rather than winning or “beating” other students.

5. To determine whether the learner heard a direction, have the learner repeat it.

6. Let logical consequences happen so the student can learn that persons who act deliberately are more successful than those who act impulsively (e.g., If you begin a learning experience before comprehending the instructions, you will finish early but not finish the task correctly. You may receive a failing grade or have to repeat the task.).

7. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the learner begins to demonstrate impulsive behaviors.

8. Make sure the learner does not become involved in overstimulating learning activities on the playground, during P.E., during lunch, etc.

9. Make sure the learner has a sufficient amount or number of learning activities scheduled to prevent the likelihood of impulsively engaging in unplanned learning activities.

10. Assign the learner to an area of the classroom where they are to remain at any one time.

11. Provide a consistent routine (schedule) of daily learning activities.

12. Make sure the learner knows that areas in the classroom are “off limits” to him/her.

13. Make sure that all students get equal chances to take part in learning activities (e.g., students take turns, everyone has an equal chance to be first, 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 help students who do not behave appropriately? If so, keep reading.

1. Attempt several groupings to ascertain the situations in which the learner shows appropriate behavior.

2. Minimize the emphasis on competition. Repeated failure may result in behaviors that are unacceptable for the situation.

3. Make the learner aware of learning activities well in advance so he/she may prepare for them.

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

5. Do not criticize. On occasions where correcting the learner, be honest yet compassionate. Never cause the learner to feel negatively about themselves.

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

7. Teach the learner 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?” etc.).

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

9. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating appropriate behaviors related to situations at school.

10. Draft an agreement with the learner stipulating what behavior is required (e.g., demonstrating appropriate behavior related to the situation) and which reinforcement will be implemented when the agreement has been met.

11. Talk with the learner to explain(a) what the learner is doing wrong (e.g., laughing when a peer gets hurt) and (b) what the learner should be doing (e.g., helping the peer).

12. Praise the learner for demonstrating appropriate behaviors related to the situation based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

13. Praise those students in the classroom who demonstrate appropriate behaviors related to the situation.

14. 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.

15. Provide a predetermined signal (e.g., hand signal, oral signal, etc.) when the learner begins to display behaviors that are unacceptable for the situation.

16. Make sure the learner does not become involved in overstimulating learning activities.

17. Praise the learner for demonstrating appropriate behaviors related to the situation: (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, etc.).

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

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

Are you looking for ways to support students who cry in response  to normal situations? If so, keep reading.

1. Teach the learner alternative ways to express their unhappiness (e.g., talking, writing, creating, etc.).

2. Give the learner a quiet space to relax when becoming upset. This is not to be used as a form of punishment but as a chance to function more successfully in their surroundings.

3. Do not criticize. On occasions where correcting the learner, be honest yet compassionate. Never cause the learner to feel bad about themselves.

4. Always treat the learner with the utmost respect. Talk objectively at all times.

5. Do not embarrass the learner by giving orders, requirements, etc., in front of other students.

6. Always find opportunities to make positive remarks about the learner and school.

7. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

8. Make sure you express your feelings in a socially acceptable way.

9. Let the learner voice their opinion in a situation to avoid becoming angry or upset.

10. 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.

11. 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.

12. Connect with the parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for dealing with unhappiness appropriately at school.

13. Talk with the learner to explain(a) that you recognize they are unhappy and (b) appropriate ways for dealing with their unhappiness (e.g., by talking, problem-solving, etc.).

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

15. Praise the learner for dealing with unhappiness appropriately based on the duration of time the learner can be successful. As the learner shows success, slowly increase the amount of time required for reinforcement.

16. Praise those students in the classroom who deal with unhappiness appropriately.

17. 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.

18. Praise the learner for demonstrating appropriate behavior in response to unpleasant situations (e.g., failure, peer pressure, disappointment, losing in a competition, etc.): (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, etc.).

19. Draft an agreement with the learner stipulating what behavior is required (e.g., dealing with unhappiness appropriately) and which reinforcement will be implemented when the agreement has been met.

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

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 ways to support students who run away from school experiences? If so, keep reading.

1. Do not give the learner additional chances to run away by seating the learner in the hallway, sending him from class, etc.

2. Take into account alternative forms of negative consequences if current consequences cause the learner to run away. Do not use negative consequences that contribute to a worsening of the situation.

3. Intervene early and often to prevent the learner from becoming upset enough to run away.

4. Give the learner a quiet space as an alternative to running away. This can be a space where the learner elects to go as a form of self-control instead of running away.

5. Find the learner’s favorite learning activities and give as many of these as possible throughout the day.

6. Do not criticize when correcting the learner; be honest yet compassionate. Never cause the learner to feel bad about themselves.

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

8. Make sure there will be adult supervision at all times for the learner (e.g., during P.E., recess, lunch, etc.).

9. Always treat the learner with the utmost respect. Talk objectively at all times.

10. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

11. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

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

13. Teach the learner 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?”).

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.