1. Add class structure-a structured setting needs to be in place for real, not just in theory.
  2. Create consistent routines for all activities throughout the day.
  3. Pre-make and prepare activities with all materials present before you start the lesson.
  4. Pre-assign roles and responsibilities throughout the day for classroom staff members.
  5. Pre-determine areas for activities so that students will know where to go.
  6. Limit auditory distractions-limit music playing in the background.
  7. Limit visual distractions.
  8. Proximity control.
  9. Visually label areas of the classroom.
  10. Make expectations clear by using pictures or other visual supports.
  11. Use visual schedules for various activities.
  12. Give individual student schedules to allow for independence and ownership.
  13. Create a daily class schedule which promotes movement throughout the day.
  14. Use a neutral voice tone.
  15. Chill your tone of voice - try whispering to calm someone.
  16. Use few/limited words to express what you want the person to do.
  17. Gesture/model along with verbal language.
  18. Provide visual cues along with verbal language.
  19. Premack Principle (less favored activity first, then a highly preferred activity).
  20. Relocate the activity or people if a problem behavior keeps happening in the same area with the same person.
  21. Provide highly motivating activities to help the child make it through a difficult activity.
  22. Remove problem items before the student enters the room.
  23. Be prepared, have materials ready and organized.
  24. Remove items which are known to encourage inappropriate behavior.
  25. Change to positive body language - try not to stand over the student or present negative body language.
  26. Be aware of sensory issues in the child’s environment and be respectful that the sensory input may be causing a problem.
  27. Decrease difficult tasks by decreasing in numbers (i.e. instead of 7 math problems, give 3).
  28. Decrease the amount of time expected (i.e. waiting or working).
  29. Decrease in difficulty (i.e. a  5 piece puzzle vs. a 20-piece).
  30. Decrease in requirements (i.e. student is expected to get dressed putting on 6 items, reduce to 3 items.)
  31. Give a slight physical prompt (i.e. student having trouble picking up spilled blocks, or joining fastener on coat).
  32. Make the task easier.
  33. Time schedule - provide attention or a preferred item every X amount of time for positive behaviors.
  34. Give social rewards, verbal praise, high fives, pats on the back, tickles, etc.
  35. Provide access to highly preferred items (toys, sensory items, food, magazines, etc.) for positive behavior. 
  36. Use visual cues to show the child what reward they will get for positive behavior.