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Journal of Behavioral Education

, Volume 24, Issue 3, pp 273–288 | Cite as

Student-Level Effects of Increased Teacher-Directed Opportunities to Respond

  • Ashley S. MacSuga-Gage
  • Nicholas A. GageEmail author
Original Paper

Abstract

Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between increased TD-OTRs and student-level behavior and academic outcomes. Results indicate a statistically significant positive relationship between increased TD-OTRs and student academic engagement and disruptive behavior, but not academic achievement based a standardized progress monitoring measure. Limitations and future directions are noted.

Keywords

Opportunities to respond Professional development Classroom management 

Notes

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.School of Special Education, School Psychology, and Early Childhood Studies, College of EducationUniversity of FloridaGainesvilleUSA

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