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ERIC Number: EJ1070193
Record Type: Journal
Publication Date: 2015
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0748-8491
Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature
MacSuga-Gage, Ashley S.; Simonsen, Brandi
Education and Treatment of Children, v38 n2 p211-239 2015
Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of TD-OTRs solely within the class-wide context. For the present review, we (a) examined class-wide TD-OTR research (i.e., screened a total of 527 unique abstracts and identified, reviewed, and coded 15 empirical studies); (b) summarized the effects of class-wide TD-OTRs on student behavioral and academic outcomes, including differential impacts by modality; and (c) described the rates of TD-OTRs documented in the literature. Results are consistent with prior reviews, supporting positive behavioral and academic student outcomes when class-wide TD-OTRs are increased, and extend the literature by identifying differential outcomes by modality and describing observed and desired rates of TD-OTR delivery.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (ED/OSEP)
Authoring Institution: N/A
Grant or Contract Numbers: H029D40055