Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empiri-cal literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of TD-OTRs solely within the class-wide context. For the present review, we (a) examined class-wide TD-OTR research (i.e., screened a total of 527 unique abstracts and identi-fied, reviewed, and coded 15 empirical studies); (b) summarized the effects of class-wide TD-OTRs on student behavioral and academic outcomes, includ-ing differential impacts by modality; and (c) described the rates of TD-OTRs documented in the literature. Results are consistent with prior reviews, sup-porting positive behavioral and academic student outcomes when class-wide TD-OTRs are increased, and extend the literature by identifying differential outcomes by modality and describing observed and desired rates of TD-OTR delivery.
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MacSuga‐Gage et al. (2015) studied this question.
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