Varying Opportunities to Respond to Improve Behavior of Elementary Students with Developmental Disabilities

Autor/inn/en	Bolt, Teresa D.; Hansen, Blake D.; Caldarella, Paul; Young, K. Richard; Williams, Leslie; Wills, Howard P.
Titel	Varying Opportunities to Respond to Improve Behavior of Elementary Students with Developmental Disabilities
Quelle	In: International Electronic Journal of Elementary Education, 11 (2019) 4, S.327-334 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Student Behavior; Developmental Disabilities; Elementary School Students; Special Education; Positive Reinforcement; Elementary School Teachers; Behavior Problems; Special Education Teachers; Preservice Teachers; Summer Programs; Practicums; Intervention; Program Implementation; Program Effectiveness; Classroom Techniques; Contingency Management + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Entwicklungsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sommerkurs; Practicum; Praktikum; Praktika; Klassenführung; Krisenbewältigung
Abstract	This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related Intervention Teams (CW-FIT) with low opportunities to respond (OTR), students increased their active engagement and correct responses, as well as decreased their disruptive behaviors. When CW-FIT with high OTR was implemented, students showed an even greater improvement than CW-FIT with low OTR. Higher rates of OTR resulted in higher levels of active engagement and correct responses and decreases in disruptive behavior for all three students. These results indicate that CW-FIT in combination with high OTR can help elementary school teachers manage students' behavior and increase students' correct responding when implemented in a small group special education setting. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01