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

被引：64

作者：

Haydon, Todd ^{[1
]}

Conroy, Maureen A. ^{[2
]}

Scott, Terrance M. ^{[3
]}

Sindelar, Paul T. ^{[4
]}

Barber, Brian R. ^{[4
]}

Orlando, Ann-Marie ^{[4
]}

机构：

[1] Univ Cincinnati, CECH, Cincinnati, OH 45221 USA

[2] Virginia Commonwealth Univ, Richmond, VA 23284 USA

[3] Univ Louisville, Louisville, KY 40292 USA

[4] Univ Florida, Gainesville, FL USA

来源：

JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS | 2010年 / 18卷 / 01期

关键词：

individual responding; choral responding; active student responding; disruptive behavior; SPECIAL-EDUCATION; LEARNING RATES; SINGLE-SUBJECT; TASK BEHAVIOR; INTERVENTIONS; PERFORMANCE;

D O I：

10.1177/1063426609333448

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：27 / 40

页数：14

共 47 条

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