The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD

By K. Sutherland, Nora I. Alder, P. Gunter. 2003

374 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7d14b01bd78b12e10e18ef1ebc090b8910b4fcc5

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, background): “Instead, educators can embed effective instruction and support strategies within classroom environments to increase the likelihood that students will learn and engage in prosocial behavior (e.g., Kamps et al., 2000; Lane, 2004; Sutherland et al., 2003).”
Antecedent strategies to promote appropriate classroom behavior (2007, background): “To illustrate, Sutherland, Alder, and Gunter (2003) increased the number of teacher-presented opportunities to respond from 1.7 per minute during a baseline phase to 3.5 during an intervention phase in a class of nine students (aged 8–12 years) with emotional and behavioral disorders.”
Evidence-based Practices in Classroom Management: Considerations for Research to Practice (2008, background): “…on-task behavior (Carnine, 1976; Sutherland, Alder, & Gunter, 2003), (b) increase in academic engagement (Carnine, 1976), (c) decrease in disruptive behavior (Carnine, 1976; Sutherland et al., 2003; West & Sloane, 1986), and (d) increase in the number of correct responses (Sutherland et al., 2003).”
The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, methodology): “Teacher coaching with performance feedback has been effective in assisting teachers with increasing the use of BSPS (Hawkins & Heflin, in press; Reinke, Lewis-Palmer, & Merrel, 2008; Sutherland, Wehby, & Copeland, 2000), increasing student opportunities to respond (Sutherland et al., 2003), improvin”
A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors (2010, methodology): “Providing students frequent opportunities to respond is important because researchers suggest that increased student responding is linked to on-task behavior and engagement during instruction (Carnine, 1976; Sainato et al., 1987; Sutherland et al., 2003).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “Sutherland, Alder, and Gunter (2003) found that when feedback on rates of opportunities to respond was withdrawn, a teacher's rate of providing opportunities decreased.”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Recent research indicates positive effects on student engagement when OTR rates approach three per minute (Haydon et al., 2009; Partin et al., 2010; Sutherland et al., 2003).”
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise (2010, background): “…research suggests that more prompts are better than fewer, increases in OTRs are associated with desired changes in student behavior, and positive interactions should outnumber negative interactions (e.g., Alberto & Troutman, 2009; Carnine, 1976; Colvin et al., 1997, Sutherland et al., 2003).”
Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature (2015, methodology): “Differential Effects of Varying Teacher Rates of OTR Presentation Four studies (Carnine, 1976; Sterling et al., 1997; Sutherland et al., 2003; West & Sloane, 1986) specifically explored the impact of increasing rates of TD-OTRs on student outcomes.”
Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009, background): “…show the effectiveness of goal setting, continued feedback, and self-evaluation to increase teachers’ rates of praise (Kalis, Vannest, & Parker, 2007; Sutherland & Wehby, 2001a; Sutherland et al., 2000) and opportunities to respond (Sutherland et al., 2003) in classrooms for students with EBD.”
Classroom Universals to Prevent Problem Behaviors (2008, background): “(Sutherland et al., 2003).”
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies (2009, background): “…mastery of skills (Brophy & Good, 1986; Bulgren & Carta, 1993; Cooper & Speece, 1990; Englert, 1983; Greenwood, 1991; Gunter, Coutinho, & Cade, 2002; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Sindelar, Smith, Harriman, Hale, & Wilson, 1986; Sutherland et al., 2002; Sutherland et al., 2003).”
Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems (2007, neutral): “should be provided with reading material on their instructional level (Gibb & Wilder, 2002; Scott & Shearer-Lingo, 2002); multiple opportunities for repeated practice (Chard et al., 2002; Coleman & Vaughn, 2000; Scott & Shearer-Lingo; Sutherland et al., 2003); corrective feedback (Chard et al.”