The Student May:

  • Have low energy and motivation

  • Have low academic ability

  • Appear lethargic or slow

  • Assignments turned in incomplete

  • Be sad or depressed

  • Have home or environmental issues

  • Become frequently frustrated and discouraged with work

  • Have little home support and involvement

  • Fail to study

  • Dislike school

  • little or no participation or interest

  • Have poor organizational skills

  • Give many excuses

  • Fail to consistently follow expectations for work completion

  • Little to no follow through

  • Say they want to and will try more and start doing better, begin to improve, then quickly fall off again

  • Talk a good talk about changing and doing better, but display no action

  • Be more preoccupied with social interactions and circle

  • Spend time with “bad crowd”

  • Have trouble focusing and attending

If this describes the student, proceed to the interventions. If not, try choosing another behavior.

Interventions:

  • Alternative modes of completing assignments

  • Assign a buddy or partner

  • Break down assignment

  • Break down directions

  • Call on student frequently

  • Call on student frequently

  • Call parent or note home

  • Card Flip

  • Clear and concise directions

  • Clear, consistent, and predictable consequences

  • Color coded folders

  • Daily planner

  • Do unfinished work during recess or unstructured time

  • Encourage interaction with a more self confident student

  • Engage student

  • Explain assignment

  • Explain directions

  • Frequent home contact

  • Give choices

  • Have student repeat directions back

  • Help student start assignment

  • Helping Students With Home Work

  • Individual work space

  • Logical consequence

  • More structured routine

  • Move to a new location in the classroom

  • Natural consequences

  • Non verbal cues

  • Organize materials daily

  • Praise student frequently

  • Praise when good attitude and involvement occur

  • Provide a container for the student’s belongings

  • Proximity to students

  • Reduce assignment

  • Rewards, Simple Reward Systems, & Incentives

  • Take away privileges

  • Talk one on one with student

  • Talk to parent

  • Teach coping skills

  • Teach organizational skills

  • Teach relaxation techniques

  • Teach social skills

  • Touch base with student

  • Turn desk around

  • Use timer

  • Visual schedule

A few important points:  

  • Try multiple interventions at the same time

  • Collect and track specific data on each intervention tried & its effect

  • If your data indicates no progress after a two weeks, you should consider a referral to the Trutherapy School Based Counselor.

Low or No Work Completion