Opportunities to Respond

One evidenced-based strategy that can be easily embedded in any lesson is Opportunities to Respond (OTR). OTR is based on the understanding that one of the most effective ways to reduce behavior challenges in the classroom is to ensure students are participating fully in the given task (Menzies et al., 2017). OTR increases the rate at which students are academically engaged in lessons because it gives all students an opportunity to respond, often at the same time (MacSuga-Gage & Simonsen, 2015). 

The nature of OTR also encourages teachers to maintain a moderately brisk pace during instruction, which not only builds behavioral momentum, but also helps create an environment with minimal off-task behavior. OTR is easily implemented and can be used with students in preschool through high school, as well as in both general and special education classrooms. 

Within an OTR a teacher presents a stimulus, usually in the form of a question or prompt, the student responds (e.g., verbally, gesturally, in writing), and the teacher delivers feedback (Simonsen et al., 2010). Currently, research recommends an optimal rate of 3.5 OTR per minute during instruction (Stichter et al., 2009). Therefore, teachers should prepare questions, prompts, and other stimuli prior to the start of each lesson to ensure the optimal rate can be obtained. Some prompts may require a longer response, so planning is encouraged. 

OTR has three formats that teachers can use: (a) choral responding, (b) individual, and (c) mixed (i.e., unison and individual; Menzies et al., 2017).

Teachers should also consider the content and difficulty level of the skill being taught, the number of response prompts needed, the modality of student responses (e.g., whole class, individual, verbal, written), and the feedback options for student responses. 

First, the teacher will gain the student’s or students’ attention. The teacher will then deliver one OTR that is academic in nature.  For example, the teacher could ask the class, “Who is the president of the United States?” versus, “Did you answer question # 2?” Next, the teacher will be sure to be concise and clear regarding expected student responses to the OTR and will maintain a neutral and/or positive affect. The teacher will provide the student or students with at least three seconds of wait time in allowing the student to respond. 

When teachers frequently use OTR during instruction, students tend to have higher rates of correct responses, be more engaged in the content, demonstrate less disruptive behavior, and students receive more positive feedback from the teachers (Messenger et al., 2017). This is particularly important for students with disabilities who may not have as many opportunities to respond within their classrooms or learning. Additionally, students are able to have more time to respond due to the wait time when they may struggle with processing information or formulating an answer quickly during instruction.  Being provided a variety of ways in which they can respond, they may be able to share their answers to questions more frequently than in their past classes or learning experiences.   

Students with disabilities may feel as if they are unable to learn when not as comfortable with responding to questions in a certain way yet when provided with a variety of ways to respond (e.g., through gestures, writing, or providing oral answers or responses), they may experience fewer feelings of fear and anxiety (Haydon et al., 2012). Teachers can actively seek ways to allow their students to respond and to show what they know through prior planning and being intentional with the ways they will allow their students to respond. 

OTR most closely aligns with the social/emotional/behavioral High Leverage Practice (HLP) #7 – establish  a consistent, organized, and respectful learning environment as well as HLP #8 – provide positive and constructive feedback to guide students’ learning and behavior.