This instructional module describes procedures for training prospective and practicing teachers to use two strategies for enhancing the efficiency of instructing children with mild disabilities: manipulating attending cues and responses and using instructive feedback. The module contains the following information: (a) a description of the competencies to be acquired; (b) a rationale for the competencies; (c) a list of the objectives of the module; (d) a description of the learning activities and alternatives, including a list of relevant articles that learners should read on manipulations of the attending cues and/or attending responses and on instructive feedback; and (e) a content outline of training sessions. The content outline has five major sections: introduction to direct instruction, including the components of direct instruction; using attending cues/responses to increase the efficiency of direct instruction, including information on selecting attending cues/responses; using instructive feedback to increase the efficiency of instruction, including information on three types of instructive feedback; findings from research on attending cues/responses and instructive feedback; and recommendations for use of manipulations of the attending cues/responses and instructive feedback. A chart of a taxonomy of attending cues and responses is also included. (CR)