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

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 o...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2010-03, Vol.18 (1), p.27-40
Main Authors: Haydon, Todd, Conroy, Maureen A., Scott, Terrance M., Sindelar, Paul T., Barber, Brian R., Orlando, Ann-Marie
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior disorders
Behavior Problems
Behavioural problems
Child psychology
Comparative Analysis
Course Content
Disruptive behaviour
Drills (Practice)
Elementary School Students
Elementary School Teachers
Grade 2
Grade 5
Intervals
Intervention
Observation
Off-task behaviour
Responses
Sight Vocabulary
Sight words
Social Behavior
Social behaviour
Social interaction
Student Behavior
Syllables
Teaching Methods
Time on Task
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Summary: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.
ISSN:1063-4266
1538-4799
DOI:10.1177/1063426609333448