Set routines.

Break activities down into smaller steps.

Use visual cues to help remind yourself.

Limit distractions.

Limit choices.

• Provide choices rather than open-ended options.

Set routines.

Provide clear and specific instructions.

Use visual and external methods of instruction.

• Post rules on posters.

• Utilize visuals that tell students what they should be doing.

  • Eg. stoplights where red is for listening quietly, yellow is for working, and green is for free time.

• Have class or activity rules at their desk.

• Ask student to restate expectations at the start of an activity.

• Have student vocally self-instruct during work.

Break activities down into smaller steps.

Allow students to break up their time on tests - Don't provide extra time

• Give them a stopwatch set to one hour and allow them to pause it whenever they need a break.

Provide frequent, immediate, and powerful consequences.

• Mild personal reprimands (eg. touch on arm or shoulder and brief corrective statement).

• Provide tasks instead of "time-outs."

• Have student write statement on why their behavior was harmful and how they can respond better.

• Provide sensory or break space.

• Send students formally to private rooms, not the hallway.

Utilize external positive reinforcement and incentives.

• Use positive reinforcement at least twice as much as negative reinforcement.

• Frequent praise.

• Token systems (!do not take away tokens for negative behaviors!).

• Earn free time activities.

• Make tasks into individual or group competitions

• Earn self-evaluation points.

  • Eg. try telling the class to self-evaluate and reward themselves a point if they were on task whenever a random tone plays, or take away a point if they were not.

• Allow frequent access to rewards (not just the end of the week).

• Utilize behavior report cards.

Regularly rotate or change rewards for positive behaviors.

Hold students accountable for their behaviors.

• Have the student record behavior and productivity on a visible graphic or chart.

• Utilize daily self-evaluation conduct cards.

• Set up a self-evaluation cue.

  • Eg. a word, sound, or action that tells the student to pause, look around, ask themselves what they should be doing, and return to their assignment.

Use accommodation technologies.

• Visual cues.

• Electronic reminders (multiple forms of notification, eg. sound, light, or vibrations).

  • Eg. MotivAider.

• Physical tools are more effective than electronic tools in most cases..