A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior

Autor/inn/en	Adamson, Reesha M.; Lewis, Timothy J.
Titel	A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior
Quelle	In: Behavioral Disorders, 42 (2017) 2, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Student Behavior; Behavior Problems; High School Students; Comparative Analysis; Teacher Student Relationship; Peer Teaching; Disabilities; Academic Achievement; Intervention; Attention Deficit Hyperactivity Disorder; Behavior Patterns; Student Reaction; Mathematics Instruction; Mathematics Teachers; Secondary School Mathematics; Regular and Special Education Relationship; Tutoring; Learner Engagement; Observation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer group teaching; Peer Group Teaching; Handicap; Behinderung; Schulleistung; Schülerkritik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Förderkonzept; Nachhilfeunterricht; Beobachtung
Abstract	A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted behavioral concerns and poor academic performance within mathematics general education courses. Results indicated all OTR interventions were effective in improving percentage of academic engaged time and reducing behavioral disruptions. Using visual analysis and an additional replication phase, response cards proved to the most efficacious in improving student outcomes. Implications for the existing knowledge base on the efficacy of OTR as well as future research within high school settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01