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A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors

¹ University of Cincinnati
² Virginia Commonwealth University
³ University of Louisville
⁴ University of Florida

^* To whom correspondence should be addressed. E-mail: todd.haydon{at}uc.edu.

	Abstract

An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of disruptive behavior, and four out of six students had fewer intervals of off-task behavior. Results of the three types of opportunities to respond on participants’ active student responding were less clear. A discussion of limitations, implications, and future research directions is included.

First published on March 25, 2009
Journal of Emotional and Behavioral Disorders 2009, doi:10.1177/1063426609333448


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