results showed evidence of a significant reduction between the baseline and intervention phases with a reduction in the mean off-task time from 49% to 20%, a 59% decrease. The minimum and maximum frequencies in off-task behaviors were also reduced by 89% and 59% respectively with the minimum now only 5%. The effectiveness of the intervention strategy was established, and recommendations were made. Lorelei was diagnosed with a developmental delay condition and speech impairment that makes her non-verbal. She is described as a Non-Categorical Early Childhood (NEC) student, and an IEP (Individual Education Plan) has been specially devised for her that specifically addresses language difficulties, as well as sensory and academic areas. She is also: An outside observer would be able to quickly see that Lorelei has difficulties with her body control and with her ability to integrate sensorily into the classroom. She is non-compliant and engages in self-injurious behavior. She often bangs her head for gaining attention, but she is unaware that banging her head too hard will hurt her. This is Loreleis second year where she is taught in a special PPCD along with 11 other special education students and ten other daycare students as peers who do not have a disability classroom. The teacher is assisted by three teacher assistants, and together they have the role of supporting all of the diverse learners in the classroom. The paraprofessional designated for supporting Lorelei tries her best to make her participate in the daily routine and in classroom activities as much as possible.