Increasing Opportunities to Respond for Students With Internalizing Behaviors: The Utility of Choral and Mixed Responding.
Increasing students' opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing act...
| Publicado en: | Behavioral Disorders Vol. 42; no. 4; pp. 170 - 185 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2017
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| 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=124339236&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 124339236 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2017 vid: 42 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 124339236 124339236 124339236 10.1177/0198742917712968 124339236 ppf: 170 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Increasing Opportunities to Respond for Students With Internalizing Behaviors: The Utility of Choral and Mixed Responding. aug: au: Messenger, Mallory Common, Eric Alan Lane, Kathleen Lynne Oakes, Wendy Peia Menzies, Holly Mariah Cantwell, Emily D. Parks Ennis, Robin affil: Dublin City Schools, OH, USA sug: subj: Child Behavior Disorders Mathematics Teaching Methods Outcome Assessment Academic Performance Human Female Child Child: 6-12 years Female ab: Increasing students' opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathematics for two elementary-age students with internalizing behaviors. Results indicated the general education teacher implemented both OTR strategies with high fidelity with limited university support. However, results of this alternating treatment design were unable to distinguish either choral or mixed responding as superior to the other. Results suggested one student showed high active student responding with less than 80% accuracy, whereas the other student was highly accurate but responded less than 75% of the time. In the discussion, we highlight reasons why the two OTR strategies had similar effects on student outcomes, consider implications of these findings, and provide direction for future inquiry. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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