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.
No takes yet. Share an insight, caveat, or question.
Sutherland et al. (2003) studied this question.
Synapse has enriched 4 closely related papers on similar clinical questions. Consider them for comparative context: