For content related practice questions (like multiplication practice), use task cards.  Tape the task cards up around the room and students can complete questions however they choose.  Students might answer questions in a logical order, students might answer questions in a random order. If students encounter a question they cannot answer independently, encourage students to ask for help from a peer or a teacher.

http://thesciencepenguin.com/2015/03/9-simple-ways-to-provide-choice-in-your-classroom.html (option #8)

Article: https://www.theteachertoolkit.com/index.php/tool/mystery-motivator-reward

Article: https://www.simplyspecialed.com/whole-group-schedule/
video: https://www.youtube.com/watch?v=9sCu7W-QPI4

Article: https://extension.usu.edu/relationships/research/effective-communication-skills-i-message-and-beyond
Video: https://www.youtube.com/watch?v=vWTsH7rBffI

Direct teach: Thoughts can be like objects, some are more useful than others. Some thoughts push us forward and some might hold back.  We can decide which thoughts are uncomfortable and which are useful. We can observe our own thinking and label thoughts as useful or not useful.

https://www.iidc.indiana.edu/irca/resources/visual-supports/behavior-and-emotions.html

Article: https://www.teachthought.com/pedagogy/team-building-games-first-day/

From the first day of class, the expectations for academic and social success should be publicly visible. Make sure that all students can see the expectations from wherever they are in class. Expectations cannot  be a "one and done" thing; they hold up the entire class culture.

The beginning of a new school year ushers in a critical opportunity to set classroom rules and expectations. Keep the teaching of rules and expectations crisp and engaging  with a read aloud.
Find some suggestions here: https://blog.edmentum.com/10-back-school-read-alouds-teach-classroom-rules-and-expectations

Too often, we fall into a slump of believing that success or failure is outside of our control. We blame other things, like that our tools were broken or our teacher doesn’t like us.
Instead, we should be reinforcing to our students on a daily basis that they are capable of success if they put the effort in.

The concept of ‘growth mindsets’  will ensure students know that the expectation is that everyone in the class needs to work hard and coasting along is not acceptable. 
https://www.youtube.com/watch?v=rUJkbWNnNy4

Read more here: https://www.weareteachers.com/classroom-doorbell/

Read more here: https://www.instagram.com/p/BZ2WQSgnXR6/

ABA Centers of America https://www.abacenters.com/10-strategies-for-students-with-autism/?utm_source=google&utm_medium=cpc&utm_campaign=TX+-+Performance+Max&utm_term=&gclid=Cj0KCQjwuNemBhCBARIsADp74QT5XD5AtdiChAjYfIufEbWGEGh11uOqDNsD1teMCUXwyTaKYDIKkAUaAks_EALw_wcB

assignments because of the repetitive nature of the task. Use peer mediated activities, like practice with a partner to allow students the chance to practice, but at a more realistic pace and speed. Use things like flash cards or games, to allow students to drill and practice in a small group.
Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

, because it provides many of the same supports as one-to-one instruction. It

facilitates the acquisition of both academic and social skills. Tutors

need to be taught how to be prepared with materials needed for the session and how

to give positive and corrective feedback to their partner. Many times, students will be very open to feedback from a peer. This might also work for reading groups, pair younger reading and more advanced readers. Use student helpers to help your student reach their goals. 

each student is assigned a role and has clear expectations for desired outcomes are

very helpful for students. The more structured the cooperative activity, the more likely it is that these students will succeed.  Creating a project where each student has a role and a job can work wonders.

Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

A positive relationship with a student can go a long way. Trauma can affect decision-making or attention, so if the teacher does not first take the time to acknowledge and address that trauma, the student may be distracted and fall increasingly behind, regardless of the quality of curriculum. Building those relationship connections in a classroom is essential. Content matters mightily but students don’t learn from people they don’t like. Challenge yourself to learn all the names of your students OR learn one unique fact about each of them. 

A positive relationship with a student can go a long way. Trauma can affect decision-making or attention, so if the teacher does not first take the time to acknowledge and address that trauma, the student may be distracted and fall increasingly behind, regardless of the quality of curriculum. Building those relationship connections in a classroom is essential. Content matters mightily but students don’t learn from people they don’t like. Challenge yourself to learn all the names of your students OR learn one unique fact about each of them. 
Houghton Mifflin Harcourt

https://www.hmhco.com/blog/trauma-informed-teaching-strategies

Students may become overly defensive when given feedback or criticism. ” These students often respond to authoritative behaviors with a fight-or-flight response. As a result, simply changing an authoritative directive into statements with more choice and control can establish trust with a student. This can be as simple as changing the directive to a student from “get a pen from my desk” to “what color pen would you like to use today, green or blue?”  We can give a feedback sandwich, naming one positive thing the student did followed by a suggestion for next time. Instead of “sit in your assigned seat. Now!” Try “it looks like you’re excited to learn, I love that. Find your correct seat please.” Or, instead of assigning one activity to assess a student’s understanding of a concept, provide a menu of assignment options they can choose from to take ownership of their work and feel a sense of control in their choices. 
Houghton Mifflin Harcourt

https://www.hmhco.com/blog/trauma-informed-teaching-strategies

Predictable classroom routines can help re-establish a sense of control and predictability to students who may feel like other aspects of their lives are spiraling out of control. If you plan to change a routine at any time, preview the change and explain the reasoning. Use the language of first/ then “First we finish writing, then we go to lunch…”

Establishing consistent routines supports the classroom in a number of ways. It helps if students know exactly what to expect each day and what is expected of them. Having consistent routines around the transitions, or the start and end of the class, not only provides structure and predictability for students who may lack those elsewhere, but it also allows for a more smoothly functioning classroom and ultimately, more time to devote to building relationships and learning content.