Date of Award

Summer 2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Brad A. Dufrene

Committee Chair School

Psychology

Committee Member 2

Keith C. Radley

Committee Member 2 School

Psychology

Committee Member 3

Evan H. Dart

Committee Member 3 School

Psychology

Committee Member 4

Lauren E. McKinley

Committee Member 4 School

Psychology

Abstract

The purpose of this study was to evaluate the adequate rate of opportunities to respond (OTR) to provide to students that would result in the highest rates of Academically Engaged Behavior. This study utilized a parametric analysis to evaluate and assess the effects of altering the number of OTR provided per minute (i.e., 1, 3, 5) on academically engaged behavior, disruptive behavior, and passive off-task, as an antecedent intervention in a general education elementary school setting. An alternating treatments design was utilized with three treatment conditions. All treatment conditions were implemented in a predetermined pattern, meeting the standards of Kratochwill and colleagues (2010). The data were visually analyzed, and Tau-U was calculated, to determine that in this study, no relation between higher rates of academically engaged behavior and implementation of 1, 3, or 5 OTR was found. Limitations of this study and future research directions are provided.

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