Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php

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29

Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) (ED/OSEP)

H029D40055

Literature Reviews; Academic Achievement; Classroom Environment; Classroom Techniques; Educational Research; Evidence; Meta Analysis; Student Behavior; Behavior Change; Incidence; Delivery Systems; Instructional Innovation; Teaching Methods; Educational Practices; Educational Strategies; Learner Engagement; Student Participation; Student Reaction; Feedback (Response); Learning Modalities; Electronic Journals; Coding; Student Characteristics; Research Methodology; Research Design; Predictor Variables; Fidelity; Validity; Motivation Techniques

0748-8491

Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of TD-OTRs solely within the class-wide context. For the present review, we (a) examined class-wide TD-OTR research (i.e., screened a total of 527 unique abstracts and identified, reviewed, and coded 15 empirical studies); (b) summarized the effects of class-wide TD-OTRs on student behavioral and academic outcomes, including differential impacts by modality; and (c) described the rates of TD-OTRs documented in the literature. Results are consistent with prior reviews, supporting positive behavioral and academic student outcomes when class-wide TD-OTRs are increased, and extend the literature by identifying differential outcomes by modality and describing observed and desired rates of TD-OTR delivery.

As Provided

32

2015

EJ1070193