Have the student maintain a chart/self-monitoring system representing the number of tasks completed (i.e. accurately, independently, without negative behaviors).

Establish a level of minimum accuracy/compliance that will be considered mastery or acceptable, anything above the minimum will result in higher attention/rewards/praise.

Provide praise or recognition for smaller increments of success so that the student may gradually become accustomed/aware of using their strengths.

Present praise/recognition with a matter-of-fact delivery and avoid exaggerated exclamations (Be Brief, Be Positive, Be Gone).

Teach the student decision-making steps (think about how others may be influenced, think about consequences, consider the situation, what are different courses of actions that are possible, think about what is ultimately best to do).

Peer mentoring/tutoring in a wide range of areas (both perceived strengths and those areas where strengths are not perceived).

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Have students complete a personal inventory (likes, dislikes, areas they have been praised/recognized).

Practice Mindfulness Minute activities (breathing, visualizing, and reflecting on what they are going to be successful at).

Provide time to challenge student to come up with as many possible solutions to a problem as possible (have them rate the solutions from highest to lowest).

Have the student maintain a chart/self-monitoring system representing the number of tasks completed (i.e. accurately, independently, when perceived negative thoughts took place).

Growth Exit Tickets, have student identify first feelings and then how they felt after the activity (student can use a color, drawing, words).

Establish a level of minimum accuracy/compliance that will be considered mastery or acceptable, anything above the minimum will result in higher attention/rewards/praise.

Provide praise or recognition for smaller increments of success so that the student may gradually become accustomed/aware of using their strengths.

Teach the student decision-making steps (think about how others may be influenced, think about consequences, consider the situation, what are different courses of actions that are possible, think about what is ultimately best to do).

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Practice Mindfulness Minute activities (breathing, visualizing, and reflecting on what they are going to be successful at).

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Write a contract with the student specifying what behavior is expected (i.e. accepting his/her behavior) and what reinforcement will be made available when the terms of the contract have been met).

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have students complete a personal inventory (likes, dislikes, areas they have been praised/recognized).

Practice Mindfulness Minute activities (breathing, visualizing, and reflecting on what they are going to be successful at).

Use of daily schedule, planner, calendar, phone

Prioritizing -- needs vs. wants, levels of importance, tasks to be completed

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Help students to identify things that could be a setback/deterrent (i.e. peers, phone, specific task, time of day).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Write a contract with the student specifying what behavior is expected (i.e. accepting his/her behavior) and what reinforcement will be made available when the terms of the contract have been met).

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Recognize "wants" vs. "needs"

Take one out, Put one in (this can be done when using materials, or completing tasks when falling behind).

Categorize or Label folders, assignments, tasks (i.e. homework folder, return to school folder)

Schedules (breaking hour, day, or week down to manageable parts). Also helps for predictability and lessons the chances for suprises.

When dealing with multiple subjects or people keep a family/life calendar (i.e including sporting events, vacations, end of marking periods, who is going to be home and when incase help is needed).

Color-code tasks (i.e. green means it can be done over time, orange complete within 2 days, red immediate). Each color can mean a different length of time.

Set up a weekly clean or purge time (i.e. phone, backpack, desk, folders, room, house).

Use of timers to help with time management (work and free time)

Whiteboards, sticky notes, note cards (used for breaking down bigger tasks).

Technology (set alarms, organizational apps, reminders, and times where the phone must be shut off).

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Monitor the amount of sleep/rest that is happening (too much of either can negatively impact student). Rest can be the time where there is no requirement of the student.

Practice visualization (i.e. What does it look like when you are stress-free? How does your body feel? What do you hear from others?).

Monitor the amount of exercise student is getting, is it too much or not enough (exercise can be as simple as getting up and moving vs. sitting for an extended period of time).

Use breathing techniques (have these built into daily schedules, transitions, starting new activities, etc.)

Listen to music (have student set up predetermined playlists depending on the mood -- take time to review and question student why these were chosen).

Monitor the amount of food and types of food that are being eaten (this includes water, drink more).

Try one of the 4 A's: AVOID (certain surroundings, people, tasks), ALTER (behavior, feelings, time, limits), ACCEPT (others, personal feelings, tasks, mistakes), ADAPT (standards, reframe, mantra, big picture).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Reflection Time, this should be practiced during a time when emotions are regulated (i.e. have student choose a character in a book, movie, etc. and have them identify the different emotions, what caused them and what behaviors followed the emotion).

Length of Emotions (document and have students self-monitor how long their emotions are actually happening). This helps student and adults to understand that emotions don't last forever and they will pass/change.

Have students build a Word Wall (find multiple words to describe the emotion, helps student to look deeper into their feeling).

Have a safe spot or person throughout their day.

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Write a contract with the student specifying what behavior is expected (i.e. accepting his/her behavior) and what reinforcement will be made available when the terms of the contract have been met).

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Use or phrase with questioning stems such as:

Have student develop a personal rating scale for pre and post situations (i.e. can use a 5 point scale).

Encourage student to keep a personal journal/reflection log

Seek evidence (what are others saying/feeling, study facial cues/body language, what is your body feeling).

Use 5 Why's

Questioning: What's Working? What's Not? What's Next?

Safe Person: Having a person(s) not emotionally connected to the situation or people to discuss what happened (have these persons identified for home and school).

Keep a journal or reflection log on how each event/day went. Dedicate specific time to review your journal/log (i.e. during lunch, possibly with Safe Person, Sunday evenings, etc.).

5 R's of Reflection

Practice Mindfulness strategies

PAUSE Practice: Take 30 seconds to reflect on specific questions (i.e. my attitude towards this is...., I am aware that ..., I was surprised ..., I felt ..., I understand ..)

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Assign student a role as a reporter to a conversation, issue, or topic (recording facts, observations of tones/expressions).

Use checklists (i.e. Did I = Pause, Listen, Take Turns, Compromise)

Have student create their Top 5 Beliefs list (i.e trace your hand and label or draw on each finger a belief -- tell students that there are certain fingers you use more often to think about which 2 fingers/beliefs are most important or used most often).

Ethical Questioning/Considerations: Do No Harm, Make it Better, Respect Others, Be Fair, Be Compassionate

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.