Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

Eric Alan Common, Kathleen Lynne Lane, Emily D. Cantwell, Nelson C. Brunsting, Wendy Oakes, Kathryn Ann Germer, Leslie Ann Bross

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

Original languageEnglish (US)
JournalBehavioral Disorders
DOIs
StatePublished - Jan 1 2019

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Evidence-Based Practice
Students
teacher
evidence
student
Special Education
group instruction
special education
school

Keywords

  • active student responding
  • choral responding
  • evidence-based practice
  • opportunities to respond
  • response cards

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond : A Systematic Methodological Review. / Common, Eric Alan; Lane, Kathleen Lynne; Cantwell, Emily D.; Brunsting, Nelson C.; Oakes, Wendy; Germer, Kathryn Ann; Bross, Leslie Ann.

In: Behavioral Disorders, 01.01.2019.

Research output: Contribution to journalArticle

Common, Eric Alan ; Lane, Kathleen Lynne ; Cantwell, Emily D. ; Brunsting, Nelson C. ; Oakes, Wendy ; Germer, Kathryn Ann ; Bross, Leslie Ann. / Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond : A Systematic Methodological Review. In: Behavioral Disorders. 2019.
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