Problem
Jill engages in problem behaviour (e.g., non-compliance, complaining, leaving her desk) when she is given math worksheets to do in class. An academic assessment indicates that she is working at grade level in math, and so you do not believe that the work is beyond her ability level. Consequently, you believe this is a performance problem (i.e., she won't do it rather than she can't do it). Identify 3 evidence-based curricular/instructional variables that you can manipulate to increase academic engagement and decrease problem behavior and how you would implement them.