A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors

By Todd Haydon, M. Conroy, Terrance M. Scott, P. Sindelar, Brian R. Barber, Ann-Marie Orlando. 2010

123 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b322ab2216cf883373f8250f413cfd692281ca5b

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance (2012, background): “…of active student responding [ASR], and corrective feedback) there is a correlation with high rates of attention and high levels of successful practice (Haydon et al., 2010; Moore-Partin et al., 232 / August 2012 Behavioral Disorders, 37 (4), 232–243 2010; Skinner, 2010; Stichter et al., 2009).”
Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature (2015, background): “, 1997; West & Sloane, 1986) and social validity (Davis & O’Neill, 2004; Haydon & Hunter, 2011; Haydon et al., 2010; Kamps et al., 1994; Lambert et al., 2006; Narayan et al., 1990) data.”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, methodology): “Results showed that the inclusion of choral responding led to increased academic achievement, and a mixed method of responding (i.e., 70% choral and 30% individual OTRs) was slightly better than only choral responding (Haydon et al., 2010).”
Handbook of Classroom Management (2014, background): “Frequent opportunities to respond and high rates of correct response are associated with increased on-task behavior (Burns & Boice, 2009; Haydon et al., 2010) and a decrease in disruptive behavior (Christle & Schuster, 2003; Gunter & Reed, 1997).”
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).”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “…practices associated with positive effects on student behavior, including increasing students’ opportunities to respond during instruction (Haydon et al., 2010; Sutherland, Alder, & Gunter, 2003), establishing rules and expectations for 1University of Connecticut, Storrs, USA 2Assumption…”
Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “…have been shown to increase student engagement with academic tasks, decrease problem behavior, and improve student achievement (Conroy, Sutherland, Snyder, & March, 2008; Haydon et al., 2010; Stichter, Lewis, Whittaker, Richter, Johnson, & Trussell, 2009; Sutherland, Alder, & Gunter, 2003).”