Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD

By K. Sutherland, J. Wehby. 2001

263 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b1efc851b9ffddef519ca0e675c2a5aec17f707f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD (2004, background): “This is an important area of concern because many students with EBD have been shown to be resistant to academic interventions that have proven successful with other populations (Sutherland & Wehby, 2001).”
Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance (2008, background): “A review by Sutherland and Wehby (2001) concluded that increased opportunities to respond had a positive impact on both academic and behavioral outcomes.”
Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, background): “One characteristic of these patterns is a low rate of instructional engagement, which can further undermine a student’s academic progress (Sutherland & Wehby, 2001).”
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom (2004, methodology): “Peer coaching and self-evaluation using either audio- or videotaped samples of instruction provide teachers with a means to analyze their teach- Behavioral Disorders, 29(2), 169–181 February 2004 / 177 ing behavior (Sutherland, 2000; Sutherland & Wehby, 2001b).”
Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance (2003, methodology): “A measure such as opportunities to respond (OTR) to academic requests provides a standard for the field (Gunter & Denny, 1998; Sutherland & Wehby, 2001).”
The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD (2003, methodology): “Sutherland and Wehby (2001a) noted that increases in students’ correct responses may not be enough of a reinforcement for teachers to maintain their increased levels of effective practices.”
Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies (2009, background): “…and positive gains in learning outcomes among typically developing students (e.g., Brophy & Good, 1986; Slavin, 1994) as well as students with mild disabilities (e.g., DePaepe, Shores, Jack, & Denny, 1996; Gunter, Hummel, & Conroy, 1998; Sutherland & Wehby 2001; Wehby, Symons, Canale, & Go, 1998).”
Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices (2014, background): “For example, the academic and behavioral literatures have indicated that praise statements should beused frequently and consistently (e.g., Albert, Heward, & Hippler, 1999; Beaman & Wheldall, 2000; Sutherland & Wehby, 2001).”
Juvenile Delinquency and Recidivism: The Impact of Academic Achievement (2008, background): “Additionally, teacher praise and positive reinforcement has empirical support in regard to increasing on-task behavior and decreasing inappropriate behaviors (Sutherland, 2000) along with opportunities to respond during instruction (Sutherland & Wehby, 2001).”
Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise (2010, background): “…demonstrates the effectiveness of increasing prompts (e.g., De Pry & Sugai, 2002), OTRs (e.g., Sutherland et al., 2003), and specific praise (e.g., Sutherland & Wehby, 2001a) on increasing appropriate (and decreasing inappropriate) student behavior, we cannot infer that changes in teacher…”
Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices (2004, background): “…1996; Ferguson & Houghton 1992; Gunter & Denny, 1998; Gunter et al., 1998; Gunter & Reed, 1997; Skinner, Ford, & Yunker, 1991; Skinner et al., 1994; Sutherland & Wehby, 2001; Wehby et al., 1998), improved academic responding (DePaepe et al., 1996; Gunter & Denny, 1998; Gunter et al., 1998; Gunter…”
The association between teaching students with disabilities and teacher turnover. (2020, background): “In addition to and in consort with school-wide systems, teachers can change their instruction to include behavior specific praise (Sutherland, Wehby, & Copeland, 2000), more opportunities to respond (Sutherland & Wehby, 2001), and active supervision (De Pry & Sugai, 2002).”
Handbook of Classroom Management (2014, background): “Research has demonstrated that in most classrooms, the rate of reprimands exceeds the rate of positive feedback and praise (Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008; Sutherland & Wehby, 2001; Sutherland, Wehby, & Copeland, 2000).”
The Effects of “Bug-in-Ear” Supervision on Special Education Teachers' Delivery of Learn Units (2008, background): “…demonstrates improvements in student learning when teachers deliver clear instructional antecedents, increase their rates of questioning, and provide increased opportunities to respond (Greenwood, Hart, Walker, & Risley, 1994; Hamilton & Brady, 1991; Heward, 1994; Sutherland & Wehby, 2001).”
Psychology's Contributions to Classroom Management. (2008, unknown): “Sutherland and Wehby (2001) reported that incorporating higher levels of active responding by students leads to fewer opportunities for inappropriate behavior and increases appropriate behavior in the classroom.”