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

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

doi:10.1177/8756870517747121

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

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

University of Louisville
Bellarmine University

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

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.

Original language	English
Pages (from-to)	52-60
Number of pages	9
Journal	Rural Special Education Quarterly
Volume	37
Issue number	1
DOIs	https://doi.org/10.1177/8756870517747121
State	Published - Mar 1 2018
Externally published	Yes

Scopus Subject Areas

Education
Development

Keywords

bug-in-ear
engagement
feedback
opportunities to respond
single subject

Access to Document

10.1177/8756870517747121

Cite this

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title = "Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom",

abstract = "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{\textquoteright}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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AB - 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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Using Immediate Feedback to Increase Opportunities to Respond in a General Education Classroom

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Keywords

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