The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD-Reference-Cited by-同舟云学术

The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD

Published:2003-10 Issue:4 Volume:11 Page:239-248
ISSN:1063-4266
Container-title:Journal of Emotional and Behavioral Disorders
language:en
Short-container-title:Journal of Emotional and Behavioral Disorders

Author:

Sutherland Kevin S.¹,Alder Nora²,Gunter Philip L.³

Affiliation:

1. Department of Special Education and Disability Policy at Virginia Commonwealth University, kssuther@vcu. edu

2. Department of Teaching and Learning at Virginia Commonwealth University

3. College of Education at Valdosta State University

Abstract

This study examines the effect of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of students with emotional and behavioral disorders (EBD). Nine elementary school students with EBD served as participants. Results suggest that increases in opportunities to respond were associated with increased correct responses and task engagement and decreased disruptive behavior. Implications for research and practice, as well as limitations of the present study, are discussed.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/10634266030110040501

Reference47 articles.

1. Using Active Responding to Reduce Disruptive Behavior in a General Education Classroom

2. Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation1

3. THE EFFECTS OF SEVERE BEHAVIOR PROBLEMS IN CHILDREN ON THE TEACHING BEHAVIOR OF ADULTS

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