Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

By Ashley S. Macsuga-Gage, Brandi Simonsen. 2015

192 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2e308f31537931aae78ce4c81c7a8fd6cdcbfa00

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Ashley S. Macsuga-Gage
2. Matthew E. Brock
3. Terrance M. Scott
4. Regina G. Hirn
5. Nicholas A. Gage
6. E. Carter
7. R. Horner
8. Susan B. Barrett

In Developmental and Educational Psychology

1. Ashley S. Macsuga-Gage
2. Matthew E. Brock
3. Terrance M. Scott
4. Regina G. Hirn
5. Nicholas A. Gage
6. E. Carter
7. R. Horner
8. Susan B. Barrett

In Education

1. Matthew E. Brock
2. E. Carter
3. Ashley S. Macsuga-Gage
4. Terrance M. Scott
5. Regina G. Hirn
6. Nicholas A. Gage

Citations in the corpus

• The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “However, research on OTR as a practice has shown that rates between three and five per minute are generally predictive of increased student engagement (Haydon et al., 2010; MacSuga-Gage & Simonsen, 2015; Sutherland, Adler, & Gunter, 2003).”
• A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities (2017, background): “…practices have been shown to promote positive effects across many studies and research groups, including opportunities to respond (for a review, see MacSuga-Gage & Simonsen, 2015) and time delay (for a review, see Wong et al., 2015), others do not have strong empirical support, nor did the authors…”