Literaturnachweis - Detailanzeige
| Autor/inn/en | Haydon, Todd; Conroy, Maureen A.; Scott, Terrance M.; Sindelar, Paul T.; Barber, Brian R.; Orlando, Ann-Marie |
|---|---|
| Titel | A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors |
| Quelle | In: Journal of Emotional and Behavioral Disorders, 18 (2010) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-4266 |
| DOI | 10.1177/1063426609333448 |
| Schlagwörter | Behavior Problems; Intervals; Sight Vocabulary; Comparative Analysis; Elementary School Students; Student Behavior; Responses; Time on Task; Drills (Practice); Grade 2; Elementary School Teachers; Intervention; Observation; Social Behavior; Academic Achievement |
| Abstract | An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of disruptive behavior, and four out of six students had fewer intervals of off-task behavior. Results of the three types of opportunities to respond on participants' active student responding were less clear. A discussion of limitations, implications, and future research directions is included. (Contains 4 tables and 3 figures.) (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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