Classroom Behavioral Accomodations & Interventions

Special Classroom Behavioral Accomodations and Interventions

When you see this Behavior

Try This Behavioral Intervention

Difficulty following a plan (has high aspirations, but lacks follow-through); sets out to get straight A's, ends up with F' (sets unrealistic goals.

Assist student in setting long-range goals; break the goal into realistic parts.

Use a questioning strategy with the student: Ask, what do you need to be able to do this? Keep asking that question until the student has reached an obtainable goal.

Have student set clear time lines, and establish how much time he or she needs to accomplish each step.

Difficulty sequencing and completing steps to accomplish specific tasks (e.g., writing a book report, term paper, organized paragraphs: solving division problems).

Break up task into workable and manageable steps.

Provide examples and specific steps to accomplish task.

Shifting from one uncompleted activity to another without closure.

Define the requirements of a completed activity. (E.g., Your math is finished when all six problems are completed and corrected,' do not begin on the next task until the first task is finished)

Difficulty following through on instructions from others.

Gain student's attention before giving directions. Use alerting cues. Accompany oral directions with written directions.

Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions.

Do not present the command as a question or favor.

Place general methods of operation and expectations on charts displayed around the room and/or sheets to be included in the student's notebook.

Make up job or work cards.


Behavioral Intervention

Difficulty prioritizing from most to least important.

Prioritize assignments and activities.

Provide a model to help students. Post the model and refer to it often.

Difficulty sustaining effort and accuracy over time.

Reduce assignment length and strive for quality (rather than quantity).

Increase the frequency of positive reinforcements. (Catch the student doing right and let him/her know it)

Difficulty completing assignments.

List and/or post (and say) all steps necessary to complete each assignment.

Reduce the assignment into manageable sections with specific due dates.

Make frequent checks for work/assignment, completion.

Arrange for the student to have the phone number of a "study buddy" in each subject area.

Difficulty with any task that requires memory.

Combine seeing, saying, writing, and doing; student may need to sub-vocalize to remember.

Teach memory techniques as a study strategy (e.g., mnemonics, visualization, oral rehearsal, numerous repetitions)

Difficulty with test taking.

Allow extra time for testing; teach test-taking skills and strategies; and allow student to be tested orally.

Use clear, readable, and uncluttered test forms. Use a test format that the student is most comfortable with. Allow ample space for student response. Consider having short answer tests.


Behavioral Intervention

Confusion from nonverbal cues (misreads body language, etc.).

Directly teach (tell the student) what non-verbal cues mean. Model and have student practice reading cues in a safe setting.

Confusion from written material (difficulty finding main idea from a paragraph, attributes greater importance to minor details).

Provide student with copy of reading material with main ideas underlined or highlighted.

Provide an outline of important points from reading material.

Teach outlining, main idea/details concepts. Provided tape of text/chapter.

Confusion from spoken material, lectures and audiovisual material (difficulty finding main idea from presentation, attributes too much importanc to minor details).

Provide student with a copy of presentation notes.

Allow peers to share carbon copy notes from presentation. (Have student compare own notes with copy of peer's notes.)

Provide framed outlines of presentations (introducing visual and auditory cues to important information).

Encourage use of tape recorder.

Teach and emphasize key words.

Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli).

Reward attention. Break up activities into small units. Reward for timely accomplishments.

Use physical proximity and touch. Use earphones and/or study carrels, quiet place or preferential searing.

Frequent messiness or sloppiness.

Teach organizational skills. Be sure student has daily, weekly, and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers. Have a consistent way for students to turn in and receive back papers. Reduce distractions.

Give reward points for notebook checks and proper paper format.

Provide clear copies of worksheets and handouts and consistent format for worksheets. Establish daily routine; provide models for., -what you want the students to do.

Arrange for a peer who will help him/her with organization.

Assist student to keep materials in a specific place (e.g., pencils and pens in pouch).

Be willing to repeat instructions.

Poor handwriting (often mixing cursive with manuscript and capitals with lower case letters).

Allow for scribe and grade content, not handwriting. Allow for use of computer or typewriter.

Consider alternative methods for student response (e.g., tape recorder, oral reports).

Don't penalize student for mixing cursive and manuscript (accept any method of production).

Difficulty with fluency in handwriting; good but slow and laborious.

Allow for shorter assignments. (Emphasize quality over quantity.)

Allow alternate method of production (computer, scribe, oral presentation, etc.).

Inappropriate responses in class often blurted out; answers given to the questions before they have been completed.

Seat student in close proximity to teachers so that visual and physical monitoring of student behavior can be done by the teachers.

State behavior that you do want (tell the student how you expect him/her to behave).

Agitation under pressure and competition.

Stress effort and enjoyment for self, rather than competition with others.

Minimize timed activities; structure class for team effort and cooperation.

Poor adult interactions; defies authority; manipulates (passive); hangs on.

Provide positive attention.

Talk with student individually about the inappropriate behavior (A better way of getting what you need or want is...)

Frequent self put-downs, poor personal care and posture, negative comments about self and others, low self-esteem.

Structure for success'. Train student for self-monitoring, reinforce improvements, teach self-questioning strategies (What am I doing? How is that going to affect others?)

Allow opportunities for the student to show his & her strengths.

Give positive recognition.

Remain calm, state infraction of rule, and don't debate or argue with student.

Have a pre-established consequence for misbehavior.

Administer consequences immediately and monitor proper behavior frequently.

Enforce rules of the classroom consistently. Design discipline to "fit the crime," without harshness.

Avoid ridicule and criticism. Remember, ADD children have difficulty staying in control.-Avoid publicly reminding students on "medication to "take their medicine."

Reward more than you punish in order to build self-esteem.

Praise immediately any and all good behavior and performance.

Change rewards if not effective in motivating behavioral change.

Find ways to encourage the child.

Teach the child to reward him/herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that? ") This encourages the child to think positively about him/herself.

Difficulty using unstructured time, recess, hallways, lunchroom, locker room, assembly, and library.

Provide student with a definite purpose during unstructured activities. (E.g., The purpose of going to the library is to check out The purpose of... is... ).

Encourage group games and participation (organized school clubs and activities).

Loosing things necessary for task or activities at school or at home (e.g. pencils, books, assignments both before, during, and after completion of assignment).

Help students organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. (Emphasize a place for everything and everything in its place.)

Provide positive reinforcement for good organization. Provide student with a list of .needed materials and their locations.

Poor use of time (sitting, staring off into space, doodling, not working on task at hand).

Teach reminder cues (a gentle touch on the shoulder, hand signal, etc.).

Tell the student your expectations of what paying attention looks like. (E.g., You look like you are paying attention when... )

Give the student a time limit for a small unit of work with positive reinforcement for accurate completion.

Use a contract, time, etc., for self-monitoring.

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