Rushing through work

The student may:

Often be the first to turn in assignments, tests, or put their pencil down

Appear to have guessed on most items

Have answers that make no sense

Have sloppy work, handwriting, organization

Poor quality work

Frequently have incorrect answers

Make repeated, careless mistakes

Eager to play, socialize, or do other things

Frequently ask when lunch, recess, or unstructured times are

Interventions

Tier I Interventions

Before you start, a few important points:

• Try multiple interventions

• Try each intervention for a minimum of 4-weeks and over 1 intervention may be implemented at the same time.

• Further details on each intervention is linked here.

Alternative modes of completing assignments

Break down assignment

Break down directions

Break, moving position in class

Call on student frequently

Call parent or note home

Card flip

Clear, consistent, and predictable consequences

Deep breathing

Engage student

Explain assignment

Explain directions

Frequent eye contact

Have student repeat directions back

Have students take frequent breaks to do errands or active job

Listen to music

Logical consequences

More structured routine

Natural consequences

Non-verbal cues

Praise when cooperative and well behaved

Praise when on task

Proximity to students

Redirection

Rewards, simple reward system, and incentives

Speak with student in hallway

Take a break

Take away privileges

Talk one on one with student

Talk to parent

Teach coping skills

Teach relaxation techniques

Touch student on shoulder

Use seating disk

Use timer

Visual schedule