s (DuPaul & Stoner, 2002). Students
can often change problem behaviors when they pay attention to those behaviors. Have the
student monitor his or her motor behaviors or call-outs. First, choose a class period or part of
the day when you want the student to monitor distracting behaviors. Next, meet privately with
the student to discuss which of that student’s behaviors are distracting. Then, together with the
student, design a simple distractible behavior-rating form with no more than 3 items (For a
student who calls out frequently, for example, a useful rating item might be “How well did I
observe the rule today of raising my hand and being called on before giving an answer? Poor –
Fair – Good”.) Have the student rate his or her behaviors at the end of each class period. Make
an effort to praise the student (a) for being accurate in rating behaviors, and (b) for any
improvements that you see in the student’s behaviors over time

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