Six learning-disabled second-grade resource room students with auditory deficits had poor listening skills that inhibited their attention to directions and their accurate completion of assignments. Using a curriculum which incorporated visual, auditory, and kinesthetic modalities, the practicum project encouraged and motivated the children and involved them in listening drills and activities. The children were also instructed to repeat all directions given by the teacher and to maintain eye contact with the teacher. Several devices were used to measure and evaluate the students' behavior, including attention checklists, sticker charts, rewards, and assignment checklists. Results showed that the students had achieved success in increasing their attention, improving their listening skills, responding to the teacher's questions, accurately completing directed assignments, and accurately completing independent follow-up assignments. (Author/JDD)