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It defines OTR as student response behaviors followed by feedback delivered by teachers, peers, or technology, and links increased OTR to improved reading and math outcomes, greater academic engagement, and reduced disruptive behavior. Examples show teacher- and peer-directed OTR using question-response-feedback routines. The guide frames common strategies and addresses how the approach works, for whom it is intended, research support, practicality, effectiveness, and remaining questions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intensive-intervention-practice-guide-increasing-opportunities-to-respond-as-an-intensive-intervention/586463/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/intensive-intervention-practice-guide-increasing-opportunities-to-respond-as-an-intensive-intervention/586463.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are “opportunities to respond” (OTR) and what components make up an OTR?","Question",{"text":112,"@type":113},"OTR are behaviors that require student responses and are usually followed by feedback. 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It also helps teachers adjust instruction based on student feedback and improve lesson quality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586463,1792189888,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Intensive Intervention Practice Guide:  \nIncreasing Opportunities to Respond as an Intensive Intervention  \nBrittanyLee Martin, Vanderbilt University  \nKatie Sargent, Vanderbilt University  \nAlyssa Van Camp, Vanderbilt University Jessica Wright, Virginia Commonwealth University  \nIncreasing Opportunities to Respond as an Intensive Intervention | 2  \nThis project was supported in part by Grant H325H140001 from the U.S. Department of Education, Office of Special Education Programs (OSEP) . Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education, and no official endorsement by it should be inferred.  \nThis product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Martin, B. , Sargent,  \nK. , Van Camp, A. , & Wright, J. (2018) . Practice Guide: Increasing Opportunities to Respond as an Intensive Intervention. Washington, DC: US Department of Education, Office of Special Education Programs.  \nSpring 2018  \nIncreasing Opportunities to Respond as an Intensive Intervention | 3  \nContents  \nWhat Is It? .......................................................................................... 4  \nFor Whom Is It Intended? .................................................................. 5  \nHow Does It Work? ........................................................................... 5  \nHow Adequate Is the Research Knowledge Base? .......................... 6  \nHow Practical Is It? ............................................................................ 6  \nHow Effective Is It? ........................................................................... 7  \nWhat Questions Remain?.................................................................. 8  \nWhere Can I Learn More? ................................................................. 9  \nReferences ......................................................................................... 10  \nIncreasing Opportunities to Respond as an Intensive Intervention | 4  \nWhat Is It?  \nIn a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it may be useful to adapt or intensify components of the intervention to improve student responsiveness before moving a student toa more intensive, individualized intervention. There are some evidence-based teacher practices that can be used to intensify supports for students who struggle with academics or behavior in the context of both Tier 1 and Tier 2 supports.  \nOne evidence-based teacher practice that can be used to intensify supports for students at Tier  \n1 or Tier 2 is increasing opportunities for students to respond during classroom instruction. Opportunities to respond (OTR) are defined as behaviors that require student responses and are usually followed by feedback (MacSuga-Gage & Simonsen, 2015; Ferkis, Belfiore, & Skinner, 1997) . OTR can be delivered by teachers, peers, or via technology (Haydon, MacSuga-Gage, Simonsen, & Hawkins, 2012) . Research finds several positive student outcomes associated with increased OTR including improved outcomes in reading (Skinner, Smith, & McLean,1994) and math (Skinner, Belfiore, Mace, Williams-Wilson, & Johns, 1997), improved academic engagement (Sutherland & Wehby, 2001), and decreases in disruptive behavior (Sutherland & Wehby, 2001) . Further, frequent OTR allow teachers to adjust instruction based on student feedback, improve the quality of a lesson, and increase student engagement (CEC, 1987) .  \nAn example of a teacher-directed OTR during math instruction includes a teacher asking,“What is 2 x 4?” A student may respond to ","cbCaidfR3o3PMi1D","https://ap.wps.com/l/cbCaidfR3o3PMi1D","pdf",701156,11,"English","# What Is It?\n# For Whom Is It Intended?\n# How Does It Work?\n# How Adequate Is the Research Knowledge Base?\n# How Practical Is It?\n# How Effective Is It?\n# What Questions Remain?\n# Where Can I Learn More?\n# References","[{\"question\":\"What are “opportunities to respond” (OTR) and what components make up an OTR?\",\"answer\":\"OTR are behaviors that require student responses and are usually followed by feedback. An example OTR includes a teacher question, a student response, and teacher feedback.\"},{\"question\":\"Who can use strategies to increase OTR in classrooms and who benefits most?\",\"answer\":\"Strategies can be implemented by teachers, aides, tutors, and other personnel across grades and settings (whole class, small group, or individual). Benefits occur for many students, with particular effectiveness for students with disabilities.\"},{\"question\":\"How does increased OTR affect student outcomes according to the research base?\",\"answer\":\"Increased OTR is associated with improved reading and math outcomes, improved academic engagement, and decreases in disruptive behavior. It also helps teachers adjust instruction based on student feedback and improve lesson quality.\"}]","Intensive Intervention Practice Guide - Increasing Opportunities to Respond as an Intensive Intervention | PDF",1792057977,28]