INCREASING OPPORTUNITIES FOR REQUESTING IN CLASSROOMS SERVING CHILDREN WITH DEVELOPMENTAL-DISABILITIES

Evaluated an intervention package for increasing requesting opportunit ies in special education classrooms. Five teachers, serving 26 childre n with moderate to severe disabilities, received in-service training, consultation, and feedback on the use of three strategies designed to create opportunities for requesting (i.e., missing item, interrupted c hain, delayed assistance). Observations were conducted in a multiple-b aseline across classrooms design to record the number and types of opp ortunities provided by each teacher. During baseline, few opportunitie s for requesting were observed. The number of opportunities for reques ting and the number of correct student responses increased during inte rvention. Opportunities continued to be provided during generalization and follow-up sessions. The study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communic ation into the natural environment.