7. Leverage Interests
Remember that attention is enhanced when interest is heightened. That’s why, students should be encouraged to read, write and talk about subjects in which they are interested. In addition, students' attention is enhanced when information is personally relevant to them. For instance, if students need to learn a chronological timetable, the teacher could begin with having the students develop a chronological timetable of the important events in their own lives.

8. Minimize Noise & Other Distractions
Students who are easily distracted should take advantage of a structured auditory environment. Students may need preferential seating near the front of the classroom so that noise and distractions from other students are minimized.

9. Develop Previewing and Planning Skills
Parents and teachers can help students develop previewing and planning skills by requiring them to formulate plans for writing reports and completing projects. For instance, when completing a book report, the students could submit plans for how they are going to accomplish this task. The students will likely need specific instruction, followed by modeling, then guided practice, and finally feedback on performance. Parents or teacher should explain the concept of previewing to the students and they should be aware of the fact that the activities they are engaging in will help them develop previewing/ planning skills. It is useful if they are first given practical examples of planning, such as planning for a party.

10. Use Behavior Modification and Self-Assessment
To increase desired behaviors (e.g., task completion) and/or decreasing behavior problems (e.g., impulsive blurting out during class) the use of behavior modification and self-assessment strategies can be helpful. It is important to change the specific behaviors that need to be changed should be identified (e.g., completes reading class work; raises hand before answering questions; brushes teeth before going to bed; puts dirty clothes in laundry). Even more, the specific consequences for behavior change should also be identified. The consequence for positive behaviors must be more rewarding to the student than failure to complete the positive behavior. For instance, if the child is allowed to stay up an extra 15 minutes in the evenings, this behavior must be more rewarding than leaving his/her dirty clothes on the bathroom floor. In addition, performance of the targeted behavior must be the only way that the student is able to obtain the reward. In the example, the child is only able to stay up the extra 15 minutes at night if he puts his dirty laundry in the designated place. To communicate back and forth between home and school school-home notes can be used. For monitoring progress toward the goal, in both settings charts and graphs can be used. In addition to being assessed by the adult, students should be encouraged to assess their own behavior. Students could be given an additional reward for accurate self-assessment.