ABSTRACT
Teaching a new behavior or skill often involves a multiple-step sequence of telling the student the skill to be performed, showing them examples and non-examples of the skill, allowing the student to practice, providing them with feedback, and then reviewing the skill. In addition, positive practice of the skill after a student makes a mistake in situ can be utilized so that students become more fluent with that behavior. An example combining these approaches is presented for a student exhibiting problems with off-task and disruptive behaviors in an elementary school classroom.
