ERIC Number: EJ1147367
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior
Adamson, Reesha M.; Lewis, Timothy J.
Behavioral Disorders, v42 n2 p41-51 Feb 2017
A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted behavioral concerns and poor academic performance within mathematics general education courses. Results indicated all OTR interventions were effective in improving percentage of academic engaged time and reducing behavioral disruptions. Using visual analysis and an additional replication phase, response cards proved to the most efficacious in improving student outcomes. Implications for the existing knowledge base on the efficacy of OTR as well as future research within high school settings are discussed.
Descriptors: Student Behavior, Behavior Problems, High School Students, Comparative Analysis, Teacher Student Relationship, Peer Teaching, Disabilities, Academic Achievement, Intervention, Attention Deficit Hyperactivity Disorder, Behavior Patterns, Student Reaction, Mathematics Instruction, Mathematics Teachers, Secondary School Mathematics, Regular and Special Education Relationship, Special Education, Tutoring, Learner Engagement, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C080006