Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD: A review

Remedial and Special Education

Volumn 22, Issue 2, 2001, Pages 113-121

  Sutherland, Kevin S ^a,b   Wehby, Joseph H ^b  

^a VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035532083     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193250102200205     Document Type: Review

References (55)

1. Achenbach, T. M., & Edelbrock, C. E. (1988). Teacher's report form of the child behavior checklist. Burlington: University of Vermont, Department of Psychiatry.
2. Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavioral Interventions, 1, 152-158.
3. Bakeman, R., & Gottman, J. M. (Eds.). (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). New York: Cambridge University Press.
4. Carnine, D. W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.
5. Carr, E. G., Taylor, J. C., & Robinson, S. (1991). The effects of severe behavior problems in children on the teaching behavior of adults. Journal of Applied Behavior Analysis, 24, 523-535.
6. Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorder: The Fast Track program. Development and Psychopathology, 4, 509-527.
7. Council for Exceptional Children. (1987). Academy for effective instruction: Working with mildly handicapped students. Reston, VA: Author.
8. Darch, C., & Gersten, R. (1985). The effects of teacher presentation rate and praise on LD students' oral reading performance. British Journal of Educational Psychology, 55, 295-303.
9. Deno, S. L. (1998). Academic progress as incompatible behavior: Curriculum-based measurement (CBM) as intervention. Beyond Behavior, 9(3), 12-17.
10. Dunlap, G., & Childs, K. E. (1996). Intervention research in emotional and behavioral disorders: An analysis of studies from 1980-1993. Behavioral Disorders, 21, 125-136.
11. Englert, C. S., Tarrant, K. L., & Mariage, T. V. (1992). Defining and redefining instructional practice in special education: Perspectives on good teaching. Teacher Education and Special Education, 15, 62-86.
12. Farmer, T. W., Farmer, E. M. Z., & Gut, D. M. (1999). Implications for social development research for school-based interventions for aggressive youth with EBD. Journal of Emotional and Behavioral Disorders, 7, 130-136.
13. Frank, A. R., & Sitlington, P. L. (1997). Young adults with behavior disorders: Before and after IDEA. Behavioral Disorders, 23, 40-56.
14. Frudden, S. J., & Healy, H. A. (1986). Effective teaching research: Its application to special education teacher training. Contemporary Education, 57, 150-153.
15. Fuchs, L. S., & Fuchs, D. (1993). Effects of systematic observation and feedback on teachers' implementation of curriculum-based measurement. Teacher Education and Special Education, 16, 178-187.
16. Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. L. Heward, T. E. Heron, J. Trap-Porter, & D. S. Hill (Eds.), Focus on behavior analysis in education (pp. 58-88). Columbus, OH: Merrill.
17. Greenwood, C. R., Hart, B., Walker, D., & Risley, T. (1992, September). The opportunity to respond and academic performance revisited: A behavioral theory of developmental retardation and its prevention. Paper presented at the Second Conference on Behavior Analysis in Education, Columbus, OH.
18. Gresham, F. M., Lane, K. L., MacMillan, D. L., & Bocian, K. M. (1999). Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders. Behavioral Disorders, 24, 231-245.
19. Gunter, P. L., & Coutinho, M. J. (1997). Negative reinforcement in classrooms: What we're beginning to learn. Teacher Education and Special Education, 20, 249-264.
20. Gunter, P. L., & Denny, R. K. (1998). Trends and issues in research regarding academic instruction of students with emotional and behavioral disorders. Behavioral Disorders, 24, 44-50.
21. Gunter, P. L., Denny, R. K., Jack, S. L., Shores, R. E., & Nelson, C. M. (1993). Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers. Behavioral Disorders, 18, 265-274.
22. Gunter, P. L., Denny, R. K., Shores, R. E., Reed, T. M., Jack, S. L., & Nelson, C. M. (1994). Teacher escape, avoidance, and countercontrol behaviors: Potential responses to disruptive and aggressive behaviors of students with severe behavior disorders. Journal of Child and Family Studies, 3, 211-223.
23. Gunter, P. L., Hummel, J. H., & Venn, M. L. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9(3), 5-11.
24. Gunter, P. L., & Reed, T. M. (1996). Self-evaluation of instruction: A protocol for functional assessment of teaching behavior. Intervention in School and Clinic, 31(4), 225-230.
25. Hasbrouck, J. E., & Christen, M. H. (1997). Providing peer-coaching in inclusive classrooms: A tool for consulting teachers. Intervention in School and Clinic, 32, 172-177.
26. Kauffman, J. M. (2001). Characteristics of children's behavior disorders (7th ed.). Columbus, OH: Merrill.
27. Kazdin, A. E. (1982). Single case research designs. New York: Oxford University Press.
28. Malmgren, K., Edgar, E., & Neel, R. S. (1998). Postschool status of youths with behavioral disorders. Behavioral Disorders, 23, 257-263.
29. Mastropieri, M. A., & Scruggs, T. E. (1987). Effective instruction for special education. Boston: College-Hill.
30. Meadows, N. B., Neel, R. S., Scott, C. M., & Parker, G. (1994). Academic performance, social competence, and mainstream accommodations: A look at mainstreamed and nonmainstreamed students with serious behavioral disorders. Behavioral Disorders, 19, 170-180.
31. Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60, 80-87.
32. Patterson, G. R. (1982). Coercive Family Process. Eugene, OR: Castalia.
33. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys: Vol. 4. A social interactional approach. Eugene, OR: Castalia.
34. Pierce, T., & Miller, S. P. (1994). Using peer-coaching in preservice practica. Teacher Education and Special Education, 17, 215-223.
35. Pope, A. W., Bierman, K. L., & Mumma, G. H. (1991). Aggression, hyperactivity, and inattention-immaturity: Behavior dimensions associated with peer rejection in elementary school boys. Developmental Psychology, 27, 663-671.
36. Quinn, M. M., Jannasch-Pennell, A., & Rutherford, R. B. (1995). Using peers as social skills training agents for students with antisocial behavior: A cooperative learning approach. Preventing School Failure, 39(4), 26-31.
37. Ruhl, K. L., & Berlinghoff, D. H. (1992). Research on improving behaviorally disordered students' academic performance: A review of the literature. Behavioral Disorders, 17, 178-190.
38. Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.
39. Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams-Wilson, S., & Johns, G. A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
40. Skinner, C. H., Ford, J. M., & Yunker, B. D. (1991). A comparison of instructional response requirements on the multiplication performance of behaviorally disordered students. Behavioral Disorders, 17, 56-65.
41. Skinner, C. H., & Shapiro, E. S. (1989). A comparison of taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123-133.
42. Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects of intertrial interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107.
43. Sutherland, K. S., & Wehby, J. H. (2000, February). The relation between opportunities to respond and teacher praise in classrooms for students with emotional/behavioral disorders: Preliminary data. Poster session presented at the Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
44. Sutherland, K. S., Wehby, J. H., & Gunter, P. L. (2000). The effectiveness of cooperative learning with students with emotional and behavioral disorders: A literature review. Behavioral Disorders, 25, 225-238.
45. Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316-334.
46. Wagner, M. M. (1995). Outcomes for youths with serious emotional disturbance in secondary school and early adulthood. Critical Issues for Children and Youths, 5, 90-112.
47. Wagner, M., D'Amico, R., Marder, C., Newman, L., & Blackorby, J. (1992). What happens next? Trends in postschool outcomes of youth with disabilities. The second comprehensive report from the National Longitudinal Transition Study of special education students. Menlo Park, CA: SRI International.
48. Wagner, M., Newman, L., D'Amico, R., Jay, E. D., Butler-Nalin, P., Marder, C., & Cox, R. (1991). Youth with disabilities: How are they doing? The first comprehensive report from the National Longitudinal Transition Study of special education students. Menlo Park, CA: SRI International.
49. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks.
50. Walker, H. M., Forness, S. R., Kauffman, J. M., Epstein, M. H., Gresham, F. M., Nelson, C. M., & Strain, P. S. (1998). Macro-social validation: Referencing outcomes in behavioral disorders to societal issues and problems. Behavioral Disorders, 24, 7-18.
51. Wehby, J. H., Dodge, K. A., Valente, E., & Conduct Problems Prevention Research Group (1993). School behavior of first grade children identified as at-risk for development of conduct problems. Behavioral Disorders, 19, 67-78.
52. Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
53. Wehby, J. H., Symons, F. J., & Shores, R. E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105.
54. West, R. P., & Sloane, H. N. (1986). Teacher presentation rate and point delivery rate: Effect on classroom disruption, performance accuracy, and response rate. Behavior Modification, 10, 267-286.
55. Wood, S. J., & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us. Psychology in the Schools, 36, 327-345.