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.
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