Abstract
The purpose of this article is to review the literature and examine the effect of increased opportunities to respond to academic requests (OTR) on academic and behavioral outcomes of students with emotional and behavioral disorders (EBD). The studies reviewed suggest that increased rates of OTR result in higher task engagement and academic achievement and in lower rates of inappropriate classroom behaviors. However, descriptive research in classrooms for students with EBD suggests that teachers rarely provide adequate OTR. Implications of these findings and future research needs are discussed.
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