• Establish relevancy and purpose for learning by relating to previous experiences
  
• Shape approximations of desired behavior by providing direct reinforcement such as praise or immediate feedback for correct answers
  
• Seat student close to teacher
  
• Make a positive, personal comment every time the student shows any evidence of interest
  
• Make frequent check for assignment progress/completion
  
• Give advance warning of when a transition is going to take place
  
• Use physical proximity and touch to help student focus
  
• Other

Reference:

Interventions for Prereferral taken from "Making Modifications in the Classroom: A Collection of Checklists," Arlington County Public Schools, Arlington, Virginia.