Abstract
This paper focuses on externalizing behavior that disrupts the classroom. This behavior causes many difficulties for teachers in their classroom environments and can become distracting for peers, impeding their ability to concentrate inside the classroom. Therefore, teachers must provide an instruction-rich, supportive environment that provides all students with the chance to be appropriately and correctly involved in class proceedings. Such an environment also boosts students’ social responsiveness, which in return allows them to limit being affected by distractions. This study used an opportunities to respond (OTR) strategy to address disruptive behavior inside the classroom by applying a single-subject experimental design (SSED) . An A-B-A design was used in this study to locate the effect of OTR. The results showed that OTR intervention was effective, and the third phase showed the improvements made by students. Finally, recommendations based on the results from the current study are provided. Keywords: Externalizing behavior, Opportunities To Respond (OTR), Single-subject experimental design. DOI: 10.7176/JEP/12-33-14 Publication date: November 30 th 2021
Highlights
The Individuals with Disabilities Education Act (IDEA) describes emotional and behavioral disorders (EBD) as conditions that are exhibited by one or more of five specific characteristics to a noticeable degree over an extended period that negatively affect a child’s educational performance
For the indirect assessment, the student rate from Questions About Functional Behavior (QAFB) indicated different functions, but it clearly showed that the function of the student that is most in need of support is attention
All the above research included in the literature review suggests that teachers should use opportunities to respond (OTR) only if they are providing an adequate number of opportunities during instruction
Summary
The Individuals with Disabilities Education Act (IDEA) describes emotional and behavioral disorders (EBD) as conditions that are exhibited by one or more of five specific characteristics to a noticeable degree over an extended period that negatively affect a child’s educational performance. This paper focuses on identifying externalizing behavior problems These behaviors disrupt the classroom environment by causing difficulties for teachers and distractions for peers that impede students with disruptive behaviors and their peers ability to concentrate on instruction (Bradshaw, Buckley, & Ialongo, 2008). The operational definition of this behavior is that a student leaves their appointed seat without authorization from the teacher for five or more seconds throughout classroom teaching. This behavior disrupts the classroom environment by causing difficulties for teachers and distractions for peers that impede their ability to concentrate on instruction (Bradshaw et al, 2008)
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