Are you looking for ways to help students who have issues starting learning activities? If so, keep reading.

1. Assist the learner with the first few things on a task. As the learner shows success, slowly lessen the amount of help over time.

2. Praise the learner for beginning tasks after receiving instructions based on the duration of time the learner can be successful. As the learner shows success, slowly decrease the amount of time to begin the task to be reinforced.

3. Follow up a less desirable task with a highly desirable task. Make the conclusion of the first task appropriate to perform the second.

4. Give the learner a schedule of learning activities so that they know what and how much there is to do in a day.

5. Stop the learner from becoming overstimulated by a learning experience (e.g., frustrated, angry, etc.).

6. Indicate what is to be done for the conclusion of the task (e.g., make definite starting and stopping points, find a minimum requirement, etc.).

7. Make the learner begin each task within a specific duration of time (e.g., three minutes, five minutes, etc.).

8. Give the learner shorter tasks but given more regularly.

9. Give the learner a selection of tasks, requiring the learner to select a minimum number from the total (e.g., present the learner with 10 academic tasks from which 6 must be finished).

10. Begin with a single problem and add more problems to the task over time.

11. Minimize emphasis on competition (e.g., academic or social). Fear of failure may cause the learner to refuse to attempt new tasks/learning activities.

12. Give the learner self-checking learning materials so that they may check work privately, reducing the fear of public failure.

13. Get the learner to attempt a new task/learning experience in a private space (e.g., carrel, “office,” quiet study area, etc.) to lessen the fear of public failure.

14. Get the learner to practice a new skill (e.g., jumping rope, dribbling a basketball, etc.) alone, with a peer, or with the teacher before the entire group attempts the learning experience.

15. Give the learner the chance to perform the task/learning experience in an assortment of ways (e.g., on a recording, with a calculator, orally, etc.).

16. Let the learner perform new tasks/learning activities in an assortment of places in the school building (e.g., resource room, library, learning center, etc.).

17. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder concentrate. Click here to view list of assistive technology apps that we recommend.