Class-wide unison TD-OTRs produce more positive academic and behavioral outcomes than individual TD-OTRs¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Verbal and nonverbal choral (unison) response opportunities yield more positive outcomes than individual responding for students with and without disabilities. → MacSuga-Gage 2015

Evidence¶

MacSuga-Gage 2015¶

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature. Education and Treatment of Children, 38(2), 211-240. https://eric.ed.gov/?id=EJ1070193

q3 · i? · review · r3

The review's synthesis of modality studies states "class-wide unison TD-OTRs" result in more positive academic and behavioral outcomes than individual TD-OTRs; one study (Wolery et al., 1992) found no functional relation between response type and outcomes, so the evidence base is not unanimous.

"Results of this review indicate that providing students with class-wide unison TD-OTRs (i.e., verbal and nonverbal choral response opportunities) results in more positive academic and behavioral outcomes for students with and without disabilities than individual TD-OTRs."

Discussion¶

Related Claims¶

• Mixed responding (individual plus choral) was slightly more effective than choral responding alone in the one study that tested it — a broader claim this one bears on
• Faster presentation rates of TD-OTRs produced favorable outcomes, with desired outcomes occurring at approximately 3.00-5.00 TD-OTRs per minute — related
• Response cards improve academic achievement and student responding compared with traditional hand raising — related