The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of steps of task analyses as well as student academic engaged time. Results of this study indicate special education teachers can follow a 12-step task analysis to adapt books for students with moderate intellectual disability and autism and that general education teachers can reliably implement a task analysis that incorporates an adapted book in their reading instruction for students with moderate intellectual disability and autism. Furthermore, this study provides evidence that may offer an effective way to increase engagement for students with moderate intellectual disability and autism in general education classrooms during literacy instruction.

The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In addition, the study investigated if raising the rate of OTR would increase the teacher’s positive feedback while decreasing negative feedback. Using an ABA single-subject design, results indicated that student academic engagement increased as the intervention was introduced and continued to stay at elevated levels during a maintenance phase. Results on teacher feedback were mixed, with both positive and negative feedback increasing when OTR was increased. Implications for using immediate feedback to increase OTR for rural educators are discussed.

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The evidence for providing sufficient opportunities for students to respond has been established in terms of student engagement and achievement in reading and mathematics. Although supported by research, the question remains whether teachers are incorporating this effective practice in their classroom instruction. This study examines the analysis of data from direct teacher observations during reading and mathematics instruction. Results from the analysis indicate that there is a statistically significant difference between teachers' rate of opportunities for students to respond across grade levels during mathematics and reading instruction. Although opportunities for students to respond rates across grade levels may vary, the rates at all grade levels are lower than recommended. Implications and areas of future research will be discussed.

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