Using Opportunities to Respond in a General Education Classroom: A Case Study

• Published in: Education & treatment of children Vol. 32; no. 2; pp. 267 - 278
• Main Authors: Haydon, Todd, Mancil, G. Richmond, Van Loan, Christopher
• Format: Journal Article
• Language: English
• Published: New York West Virginia University Press 01.05.2009; Springer
• Subjects: Academic standards; Art teachers; At Risk Students; Behavior Disorders; Behavior Problems; Behavioral disorders; Classroom observations; DATA-BASED CASE STUDIES; Definitions; Education; Educational Environment; Educational psychology; Emotional Disturbances; Emotional expression; Florida; General Education; Grade 5; Language arts; Learning; Mathematics education; Methods; Mood disorders; Outcomes of Education; R&D; Research & development; Responses; School districts; School environment; Self Contained Classrooms; Special needs students; Student Improvement; Students; Study and teaching; Systematic Screening for Behavior Disorders; Teacher-student relations; Teacher-student relationships; Teachers; Teaching Methods; Time on Task; Florida; United States
• ISSN: 0748-8491; 1934-8924; 1934-8924
• DOI: 10.1353/etc.0.0052

In this study researchers examined a teacher's use of opportunities to respond in a 5th grade general education classroom setting. Using an ABA single subject design, the effects of a choral responding procedure and increased rate of delivering questions with an elementary aged student identified as at-risk for emotional or behavior disorders were examined. Results indicated that when the teacher increased the rates of opportunities to respond, the student's on-task behavior and correct responses increased, while the student's disruptive behavior decreased. A discussion of limitations and future research directions is included.