Freddy, a student diagnosed with Attention Deficit Hyperactivity Disorder served for part of the school day in special education, was having difficulty staying on task. Teachers reported that Freddy was continuously getting up out of his seat, bothering classmates, and making verbal comments or requests without raising his hand. Observations were taken in 2 of his general education classes. A collaborative behavior management plan was developed to help Freddy stay on-task. The team found that allowing Freddy to enjoy one of his favorite activities, contingent upon a decrease in the q, was effective in maintaining the desired behavior of staying on-task and decreasing inappropriate behavior. In addition to Freddy's inappropriate behavior changing in his regular education classroom, his behavior also improved in 3 of his special education classes. (Contains 4 tables.)