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    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2013 Dissertations (MU)
    • 2013 MU dissertations - Freely available online
    • View Item
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    A comparison of three opportunities to respond strategies across students with emotional and behavioral disorders in high school classrooms

    Adamson, Reesha Maylene
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    Date
    2013
    Format
    Thesis
    Metadata
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    Abstract
    A single subject alternating treatment design across three teacher-student dyads was used to investigate the comparative impact on student academic engaged time (AET) of three common opportunities to respond (OTR) interventions, a) guided notes, b) class-wide peer tutoring, and c) response cards. Subjects were three students with Emotional/Behavioral Disorders (EBD) who displayed both failing academic performance and high rates of problem behavior. All selected dyads were within a high school math class. Results indicated all OTR interventions were effective in improving percentage of AET and related academic outcomes. Using visual analysis and an additional replication phase, response cards proved to the most efficacious in improving student outcomes. Implications for future research and practice within high school are discussed.
    URI
    https://hdl.handle.net/10355/37578
    https://doi.org/10.32469/10355/37578
    Degree
    Ph. D.
    Thesis Department
    Special education (MU)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • 2013 MU dissertations - Freely available online
    • Special Education electronic theses and dissertations (MU)

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