ABSTRACT
It is another Friday afternoon. As I reflect on my classroom instruction for this week, I feel frustrated. I focus on one student in particular. I begin to ask questions about how to provide a meaningful inclusive experience where he has full access to the curriculum. Currently, he exhibits off-task behavior (calling out) that interrupts the flow of classroom instruction and each student's learning experience. How can I help this student decrease off-task behaviors that disrupt the flow of classroom instruction? I decide to engage in an action research project to evaluate the use of a contingencybased self-management tool to evaluate the effects on off-task (calling out) behavior with this particular student.
