Using Technology to Increase Opportunities to Respond

Rila, Ashley; Estrapala, Sara; Bruhn, Allison L.

doi:10.1177/1074295619835207

Cited by 10 publications

(8 citation statements)

References 21 publications

(31 reference statements)

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“…For decades, research has consistently shown that ASR promotes learning (e.g., Malanga and Sweeney 2008;Pratton and Hales 1986;Zayac et al 2016). In traditional classrooms there are a multitude of ways to provide students with opportunities to respond (OTR) (Menzies et al 2017;Rila et al 2019; for review, see Common et al 2020;Van Camp et al 2020) including hand raising (e.g., Landrum 2015), response cards (e.g., Gardner et al 1994;Marmolejo et al 2004;Randoph 2007), choral responding (Haydon and Hunter 2011;Haydon et al 2010) and using "clickers" to answer questions (e.g., Dallaire 2011;Kay and LeSage 2009). Interestingly, although the particular modality of ASR does not appear to influence student learning (Zayac et al 2016), the type of technology used can have an effect on participation rates.…”

Section: Active Student Respondingmentioning

confidence: 99%

Using Interteaching to Promote Online Learning Outcomes

et al. 2021

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Due to the COVID-19 pandemic, educators have been forced to rapidly transition away from in-person learning environments to completely online formats. Many of these educators have had little or no training and experience teaching online, contributing to stress and anxiety. To compound this problem even further, there are a multitude of online learning technologies from which to choose that can be relatively costly and require an intensive production process. In an effort to provide immediate relief to those dealing with this problem, we detail how interteaching, an empirically supported behavioral teaching technique, can be used to cultivate an interactive online learning environment in either an asynchronous or synchronous format. Specifically, we describe some best practices and provide some examples on how to generate active student responding (ASR) as well as provide pinpointed performance-based feedback. We specifically reference the relatively easy-to-use online software Kaltura, but it is hoped that our suggestions inspire others to develop and use these strategies across a variety of platforms in effort to provide evidence-based quality education during this crisis.

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Section: Active Student Respondingmentioning

confidence: 99%

Using Interteaching to Promote Online Learning Outcomes

et al. 2021

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“…Recently, Rila and colleagues (2019) discussed how delivering high rates of OTR is shown to improve student outcomes for students with challenging behaviors and how those high rates of OTR can maximize student engagement while allowing students to work toward mastering instructional content. Rila et al (2019) stated that if students are off task, inattentive, or disruptive during instruction, they are more likely to be excluded from classroom activities and fall behind academically.…”

Section: Active Student Respondingmentioning

confidence: 99%

“…In the following sections we describe three technologies that can be used to increase student responding. In addition, we provide steps and description of each technology following a task analysis model suggested by Rila and colleagues (2019).…”

Section: Using Electronic Asr Toolsmentioning

confidence: 99%

Using Electronic Active Student Responding for Students With EBD

2020

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Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for effective implementation with students with emotional and behavioral disorders.

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“…There are a variety of technology-based tools designed for use in the classroom to deliver OTRs and increase student responses (Ault & Horn, 2018; Rila, Estrapala, & Bruhn, 2019). Rila et al (2019) provided a step-by-step guide for using three different programs (i.e., Plickers, Kahoot, Socrative). The following section highlights the use of a fourth program, Poll Everywhere.…”

Section: Teacher-directed Opportunities To Respondmentioning

confidence: 99%

Integrating Technology for Students with Emotional and Behavioral Disorders to Promote Engagement

Hirsch

Alves

Dunn

2019

Intervention in School and Clinic

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Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use technology to deliver two evidence-based classroom management practices: (a) opportunities to respond and (b) behavior-specific praise.

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Using Technology to Increase Opportunities to Respond

Cited by 10 publications

References 21 publications

Using Interteaching to Promote Online Learning Outcomes

Using Interteaching to Promote Online Learning Outcomes

Using Electronic Active Student Responding for Students With EBD

Integrating Technology for Students with Emotional and Behavioral Disorders to Promote Engagement

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