Providing Student Opportunities to Respond in Reading and Mathematics: A Look Across Grade Levels

Whitney, Todd; Cooper, Justin T.; Lingo, Amy S.

doi:10.1080/1045988x.2014.919138

Cited by 12 publications

(4 citation statements)

References 26 publications

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“…Research has suggested that providing sufficient rates of OTR is effective in increasing student engagement (Carnine, 1976; Christle & Schuster, 2003; Davis & O’Neil, 2004; Haydon et al, 2010; Haydon, Mancil, & Van Loan, 2009; Sutherland, Alder, & Gunter, 2003) while decreasing disruptive behavior (Armendariz & Umbreit, 1999; Haydon et al, 2010; Haydon et al, 2009; Lambert, Cartledge, Heward, & Lo, 2006; Sutherland et al, 2003; West & Sloan, 1986). Although providing sufficient rates of OTR has been effective, in practice, teachers are demonstrating low rates of OTR across all grade levels (Whitney, Cooper, & Lingo, 2015) and are providing fewer OTR to all students when a student with EBD is in the classroom, whether it be a general education classroom or a special education classroom (Scott, Alter, & Hirn, 2011).…”

Section: Academic Engagement and Opportunities To Respond (Otr)mentioning

confidence: 99%

Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

Cooper

Whitney

Lingo

2017

Rural Special Education Quarterly

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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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Section: Academic Engagement and Opportunities To Respond (Otr)mentioning

confidence: 99%

Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

Cooper

Whitney

Lingo

2017

Rural Special Education Quarterly

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“…When reviewing content, it was eight to 12 responses per minute (Council for Exceptional Children, as cited in Adamson & Lewis, 2017). Still, low rates of responding continue to occur across grade levels and content areas (Whitney et al, 2015). These low rates are especially problematic for students with high-incidence disabilities who are often academically behind, trying to play catch up, and slower to learn than their general education classmates.…”

Section: The Need For Active Student Responding In Inclusive Online I...mentioning

confidence: 99%

Three Low-Tech Active Student Responding Strategies for Inclusive Online Teaching

Barbetta

Morales

2021

TEACHING Exceptional Children

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This article discusses how three low-tech instructional strategies, typically used in face-to-face teaching, can be successfully used in synchronous and asynchronous online instruction with students with high-incidence disabilities and their typical-learning peers in inclusive online classes. The three strategies are choral responding, response cards, and guided notes. Each strategy has been researched extensively and has been shown to result in high levels of active student responding, which improves students’ learning with and without disabilities across various academic subjects and grade levels. With high-tech tools, such as video conferencing platforms and learning management systems, educators can successfully use these strategies during online teaching. This article describes each strategy, presents research on its effectiveness, and suggests potential adaptations when used during inclusive online instruction, including students with high-incidence disabilities and those at-risk.

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“…There remains a need for assessments of teacher practices that are not only useful for identifying best practices for improvement, but also useful across content areas and student age groups. Although the topics of instruction certainly differs by content area, the quantity and quality with which teachers of students at different age levels use strategies to prompt and direct behavior, or to provide academic or behavioral feedback might vary considerably (e.g., Reddy, Fabiano, Dudek, & Hsu, 2013a; Whitney, Cooper, & Lingo, 2015).…”

Section: Assessment Of Teacher Practicesmentioning

confidence: 99%

Assessment of teaching to predict gains in student achievement in urban schools.

Lekwa¹,

Reddy²,

Dudek³

et al. 2019

School Psychology

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We examined the degree to which assessment of teachers' instructional and behavior management practices, as measured by the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014), relates to gains in student achievement as measured by the Measures of Academic Progress (Northwest Evaluation Association [NWEA], 2011). Two-level hierarchical linear modeling was applied to achievement scores from 2,771 students in 130 kindergarten through 8 th -grade classrooms in 13 urban schools serving students in communities with high concentrations of poverty. Results suggest that teachers' use of evidence-based instructional and behavior management strategies, as measured by the CSAS, were associated with reading and mathematics gains. In general, students in classrooms with higher quality use of evidence-based teaching strategies exhibited greater gains, whereas students in classrooms with lower quality use of effective strategies exhibited lesser gains. Implications of these findings for research and educational practice are presented. Impact and ImplicationsPrevious research on the CSAS-O provided evidence of reliability, concurrent validity with conceptually similar instruments, and predictive validity with student performance on state assessments in reading and mathematics. Results of this study support the predictive validity of scores from the CSAS-O for gains in student academic achievement. Larger CSAS-O discrepancy scores predicted lesser gains in reading and mathematics achievement over the span of a school year and provides a stronger rationale for their use in formative assessment of teacher practices.

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Providing Student Opportunities to Respond in Reading and Mathematics: A Look Across Grade Levels

Cited by 12 publications

References 26 publications

Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

Three Low-Tech Active Student Responding Strategies for Inclusive Online Teaching

Assessment of teaching to predict gains in student achievement in urban schools.

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