Which strategies for increasing students’ opportunities to respond produce the best results?

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review. This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. The results indicate teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice according to the Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education .

Citation: Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2019). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 0198742919828310.

Link: https://journals.sagepub.com/doi/abs/10.1177/0198742919828310