Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, ''How am I doing?'' or ''Look, I'm all finished!'' Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.

Four middle school students with learning disabilities were taught to recruit teacher attention while they worked on assignments in two inclusive general education classrooms. The students were taught to show their work to the teacher two to three times per session and make statements such as: “How am I doing?” Training was conducted in the special education classroom and consisted of modeling, role-playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (a) the rate of recruiting by the students, (b) the rate of teacher praise received by the students, (c) the rate of instructional feedback received by the students, and (d) the accuracy with which students completed their workbook assignments.

Four 8th graders with learning disabilities were taught to recruit assistance from peers during cooperative learning activities in two general education classrooms. The students were taught to show their work to a peer and make statements such as: "Can you help me?" or "How am I doing so far?" Training was conducted in the special education classroom and consisted of modeling, role playing, corrective feedback, and praise. A multiple baseline across students design showed that recruitment training increased (1) the rate of recruiting responses by the students, (2) the rate at which the students received instructional feedback and praise from peers, and (3) the productivity and accuracy with which the students completed their language arts assignments.

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Describes effective natural reinforcers that teachers can use in the classroom to help students develop positive and constructive knowledge and skills