Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD - A review

The purpose of this article is to review the literature and examine the eff ect of increased opportunities to respond to academic requests (OTR) on aca demic and behavioral outcomes of students with emotional and behavioral dis orders (EBD). The studies reviewed suggest that increased rates of OTR resu lt in higher task engagement and academic achievement and in lower rates of inappropriate classroom behaviors. However, descriptive research in classr ooms for students with EBD suggests that teachers rarely provide adequate O TR. Implications of these findings and future research needs are discussed.