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The Effects of Varied Opportunities to Respond Embedded in a Group Contingency ProgramBolt, Teresa Donna 01 June 2015 (has links)
This study investigated the effects of using a group contingency program with three students with disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the use of Class Wide Function-Related Intervention Team (CW-FIT) students increased their active engagement and correct responses, as well as decreased their disruptive behaviors; however, these behaviors did not maintain over time. CW-FIT with high opportunities to respond showed an even greater improvement than CW-FIT with low opportunities to respond. Increased opportunities to respond resulted in higher levels of active engagement and correct responses and decreases in disruptive behavior for all three students. These results indicate that CW-FIT in combination with high opportunities to respond can help manage students' behavior and help them increase correct responding.
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Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College ClassroomSinger, Leslie S. 13 November 2018 (has links)
Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective instruction is an evidence-based teaching strategy that can be used to efficiently educate our youth across all learning environments. One effective instructional strategy includes increasing students’ opportunities to respond to instructor-posed questions during lectures. Students may respond to questions using a response card system as a way to promote active engagement. This study examined the most common form of instructor-posed questions presented during lecture, recall and recognition questions, to determine the differential effects on students’ academic and participation behavior in a college classroom. Results found no differentiation in students’ academic behavior with respect to question type. Students’ participation behavior was greater when the instructor used class wide active responding procedures than observed in baseline conditions that represented typical college instruction.
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Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary LevelEckler, Jennifer w. 03 August 2010 (has links)
No description available.
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Effects of praise training and increasing opportunities to respond on teachers' praise statements and reprimands during classroom instructionRismiller, Laura Lacy January 2004 (has links)
No description available.
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The Role of Goal Setting and Performance Feedback to Improve Teachers’ Classroom Management SkillsCriss, Caitlin J. 05 October 2021 (has links)
No description available.
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