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https://www.youtube.com/watch?v=i-zFaNkrHZI

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When a student misperceives a social situation, help him or her understand the situation using a comic strip strategy like thinking in something else.

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When a student misperceives a social situation, help him or her understand the situation using a comic strip strategy like thinking in something else.

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Avoid one to talk and express their feelings and thoughts.

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Avoid one to talk and express their feelings and thoughts.

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Offer evidence to dispute negative perceptions to a student who mention bad things to others.

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Offer evidence to dispute negative perceptions to a student who mention bad things to others.

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Reframe the student's negative perceptions. motivate them to improve every day.

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Reframe the student's negative perceptions. motivate them to improve every day.

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Give positive feedback in a good way. Make students help each other.

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Give positive feedback in a good way. Make students help each other.

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Be cautious in using humor, because the student may misconstrue it as sarcasm.

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Be cautious in using humor, because the student may misconstrue it as sarcasm.

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Use the student's own interests in the curriculum.

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Use the student's own interests in the curriculum.

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Use pictures to help the student think of maintain a topic.

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Use pictures to help the student think of maintain a topic.

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Initiate a buddy system during recess, facilitated by an adult.

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Initiate a buddy system during recess, facilitated by an adult.

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strategies that work

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Set limits that are enforceable, reasonable, and clear and simple.

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Set limits that are enforceable, reasonable, and clear and simple.

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If a student asks a challenging question, set a limit.

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If a student asks a challenging question, set a limit.

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Use natural consequences as a motivator.

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Use natural consequences as a motivator.

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Give indirect demands. Some of you still need to put your names on your papers.

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Give indirect demands. Some of you still need to put your names on your papers.

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Give a demand and move away, avoid making eye contact or hovering.

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Give a demand and move away, avoid making eye contact or hovering.

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Use strength based terminology to describe students.

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Use strength based terminology to describe students.

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flexible assignments

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Allow the student to pick the order of assignments, the materials to use, or the place to sit to work. 

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Allow the student to pick the order of assignments, the materials to use, or the place to sit to work. 

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Arrange an alternative recess with fewer students that involves a quiet and structures activity.

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Arrange an alternative recess with fewer students that involves a quiet and structures activity.

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Modify the schedule, if possible, so the student can alternate between classes he likes and those he may not like to much. 

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Modify the schedule, if possible, so the student can alternate between classes he likes and those he may not like to much. 

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The oppositional child typically has frecuent tantrums, excessively argues or questions rules, and often blames others for his or her mistakes. 

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The oppositional child typically has frecuent tantrums, excessively argues or questions rules, and often blames others for his or her mistakes. 

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Video:
https://www.youtube.com/watch?v=bG6XQwfIyXs