Imagen de Portada
Código QR

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

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...

Descripción completa

Publicado en:Behavioral Disorders Vol. 42; no. 2; pp. 41 - 52
Autores principales: Adamson, Reesha M., Lewis, Timothy J.
Formato: research tables/charts Journal Article
Publicado: Sage Publications Inc. Feb2017
Acceso en línea:Ver este registro en EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=122434279&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 122434279
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        01987429
        BHD
      jtl: Behavioral Disorders
      issn: 01987429
      maglogo: Y
    pubinfo:
      dt: Feb2017
      vid: 42
      iid: 2
      pid: 344
      pub: Sage Publications Inc.
      place: Thousand Oaks, California
    artinfo:
      ui:
        122434279
        122434279
        122434279
        10.1177/0198742916688644
        122434279
      ppf: 41
      ppct: 11
      formats:
        fmt:
          @attributes:
            type: P
      tig:
        atl: A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time Among High School Students Who Present Challenging Behavior.
      aug:
        au:
          Adamson, Reesha M.
          Lewis, Timothy J.
        affil: Missouri State University, Springfield, USA
      sug:
        subj:
          Students with Disabilities Psychosocial Factors
          Social Behavior Disorders In Adolescence
          Attention Deficit Hyperactivity Disorder
          Mathematics Education
          Disruptive Behavior Prevention and Control
          Teaching Methods
          Academic Performance
          Human
          Female
          Male
          Schools, Secondary Midwestern United States
          Midwestern United States
          Adult
          Adolescence
          Students, High School
          Faculty-Student Relations
          Learning Environment Psychosocial Factors
          Funding Source
          Adult: 19-44 years
          Adolescent: 13-18 years
          Female
          Male
      ab: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N