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 language | English (US) |
|---|---|
| Pages (from-to) | 67-84 |
| Number of pages | 18 |
| Journal | Behavioral Disorders |
| Volume | 45 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 1 2020 |
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