Increasing Opportunities to Respond As a Method to Intensify Intervention

Introduction:

Multi-tiered systems of support (MTSS) place academic and behavior supports into distinct tiers, use data to make decisions, and allow schools to better meet students’ needs. As students move through tiers, they receive more intensive supports. Research finds intensification in MTSS for behavior and academics can prevent problem behavior and academic deficits from worsening and ensure students with the most intensive needs receive the most intensive supports (Fuchs, Fuchs, & Vaughn, 2014).

In MTSS, it is important to consider evidence-based practices teachers can intensify to improve student responsiveness to intervention. One such practice is opportunities to respond (OTR). Research finds OTRs improve academic and behavioral outcomes for students with a range of learning and behavioral challenges. Previous studies find increased OTRs are associated with improved academic outcomes, improved time on task, and reduced disruptive behaviors (MacSuga-Gage & Simonsen, 2015). OTRs provide a starting point for intensification of interventions. Teachers use OTRs to provide new information, review previously learned behaviors or academic content, and promote generalization of skills. Methods for increasing OTRs can be utilized across tiers to provide intensive supports to students.

Methods:

This presentation summarizes findings from a systematic literature review that examines methods to increase OTRs as a way to intensify intervention. Variables related to instructional context and content were coded to determine in which tier of support OTRs are commonly applied. Outcome measures were coded to assess the relative effectiveness of different methods used to increase OTRs, with a focus on their effectiveness in prevention efforts for students with intensive academic and behavioral needs.

Results:

Researchers identified 616 articles after abstract screening and analyis will conclude in early 2018.

Conclusion:

The results of this systematic review will extend findings of previous reviews by investigating the usefulness of increasing OTRs as a way to intensify interventions. Results may provide teachers with effective strategies to intensify academic and behavior supports for students. Considering OTRs as a way to intensify supports may provide teachers with a simple, effective tool that could prevent problem behavior and improve academic outcomes for students with intensive service needs.

Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction and why is it important? Teaching Exceptional Children, 46(4), 13-18.

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.