Using opportunities to respond in a general education classroom: A case study
Education and Treatment of Children, ISSN: 1934-8924, Vol: 32, Issue: 2, Page: 267-278
2009
- 57Citations
- 1Usage
- 42Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations57
- Citation Indexes57
- 57
- CrossRef30
- Usage1
- Abstract Views1
- Captures42
- Readers42
- 42
Article Description
In this study researchers examined a teacher's use of opportunities to respond in a 5 grade general education classroom setting. Using an ABA single subject design, the effects of a choral responding procedure and increased rate of delivering questions with an elementary aged student identified as at-risk for emotional or behavior disorders were examined. Results indicated that when the teacher increased the rates of opportunities to respond, the student's ontask behavior and correct responses increased, while the student's disruptive behavior decreased. A discussion of limitations and future research directions is included.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=68149160288&origin=inward; http://dx.doi.org/10.1353/etc.0.0052; http://muse.jhu.edu/content/crossref/journals/education_and_treatment_of_children/v032/32.2.haydon.html; https://stars.library.ucf.edu/scopus2000/12390; https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=13389&context=scopus2000; https://dx.doi.org/10.1353/etc.0.0052; https://muse.jhu.edu/article/261960
Johns Hopkins University Press
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