Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

Todd Whitney, Kera B. Ackerman, Justin T. Cooper, Terrance M. Scott

Research output: Contribution to journalArticlepeer-review


Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

Original languageEnglish
Pages (from-to)243-250
Number of pages8
JournalIntervention in School and Clinic
Issue number4
StatePublished - Mar 2022

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2021.


  • access to general education
  • behavioral disorders (BD)
  • curriculum
  • effective
  • emotional and behavioral disorders (EBD)
  • instruction
  • strategies

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology


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