期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2019
卷号：11
期号：4
页码：327-334
DOI：10.26822/iejee.2019450791
出版社：International Electronic Journal of Elementary Education
摘要：This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related Intervention Teams (CW-FIT) with low opportunities to respond (OTR), students increased their active engagement and correct responses, as well as decreased their disruptive behaviors. When CW-FIT with high OTR was implemented, students showed an even greater improvement than CW-FIT with low OTR. Higher rates of OTR 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 OTR can help elementary school teachers manage students’ behavior and increase students’ correct responding when implemented in a small group special education setting.
关键词：Elementary School; Special Education; Opportunities To Respond; Positive Reinforcement
