Excessive Talking

Provide frequent check-in's with adult or peer to check for understanding of the assignment/task (at the beginning of the task and then at intermittent intervals) decrease the frequency of check-in's as excessive talking decreases

Provide opportunities for students to ask questions throughout instruction and assignment completion

Teach and review classroom expectations for when a student needs a break from an activity for from an interaction (e.g., how to ask, where to take the break, how long, what to do during the break)

Have the student work in small group with peers who can help with difficult tasks or with adults

Preferential seating next to peers who can help and will stay on-task

Redirect by asking how you can help with the task/assignment or asking if they have any questions about the lesson

Redirect by putting the student in a small group to work with peers who understand the assignment and who are more likely to stay on-task

Break tasks and instruction into small chunks and stop to celebrate small successes ("You are doing a great job with listening/working quietly, let's give ourselves a moment to celebrate that")

Review and have the student practice how to ask for a break or for help when something is difficult