1. Have the student identify other students who appear "ready to learn"
   
   Example:
   Help the student understand the characteristics of a student who is ready to learn (looking at the teacher, checking that he/she knows the answer, raising a hand, watching to see who the teacher is calling on, checking the answer against that of the called-on student). With younger students, use an "I am ready" boardmaker visual.
2. Have the student write on a whiteboard to respond to teacher questions during instruction
   
   Example:
   Position the student with the whiteboard to use during lectures/discussion so the student can write/remember questions.
3. Establish a waiting routine
   
   Example:
   Develop with the student a multi-step plan for waiting, such as "count to five then raise your hand and look the teacher in the eyes."
4. Have the student write answers before answering aloud
   
   Example:
   Establish a routine where the student writes before saying answers for certain coursework .
5. Identify, label, and practice prosocial behaviors
   
   Example:
   Distinguish appropriate prosocial behaviors such as sharing, assisting others, compromising; practice them in the classroom, and reinforce the student for correctly employing pro-social behavior.
6. Signal the student when transitions are coming
   
   Example:
   Prepare the student for transitions, clarifying appropriate and expected behaviors, such as "finish your work, put all the materials where they belong, and line up putting your hands in your pockets."
7. Allow the student to transition apart from the group (two to five minutes before or after the group)
   
   Example:
   Identify options for the student to leave the classroom two to five minutes before or after peers (go through the gym, take a certain bus or van).
8. Post classroom and school expectations throughout the classroom especially in locations where transitions occur
   
   Example:
   Post a classroom "stop sign" on the classroom door to remind the student of expectations about leaving the classroom and walking in the hallway. top

Specialized Instruction

• Have the student examine impulsive acts and then verbalize cause-and-effect thinking to practice thinking before acting
  
  Example:
  Use children's literature to explore the causes of impulsive behavior and the resulting consequences ( "Don’t Pop Your Cork on Mondays" or "Don't Feed the Monster on Tuesdays" by Adolph J. Moser and Dav Pilkey). top

Behavioral Planning

• Change power arguments toward student choices with consequences
  
  Example:
  When the student resists following direction, shift the conversation to student choices and consequences. "You can decide whether to complete this task right now. If you choose not to complete this task now, the likely consequences will include more homework tonight, or staying in to finish during recess."
• When behavior is inappropriate, first remind the student what he/she is expected to do, then reinforce efforts closer to classroom expectations
  
  Example:
  During misbehavior, clarify what you want the student to do rather than describing the misbehavior ("next time you turn in a paper, make sure your name is at the top" instead of "don’t turn in a paper without your name at the top") top