This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.

中文翻译：

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通识教育教师对循证实践的运用：研究学生种族和风险状况的作用

这项探索性研究发生在大城市地区的Title 1学校中。样本包括23名普通教育者和551名来自二至五年级的学生，其中57名学生被确定为有情绪或行为障碍的风险。这项研究的目的是确定（a）在课堂教学期间通识教育教师在多大程度上使用了循证实践—具体来说，是在课堂教学中做出回应的机会，积极的具体反馈和预矫正；以及（b）这些实践是否发生在不同的阶段。各个人群的比率（即种族和残障风险）。结果表明，与处于危险之中的学生相比，对于没有危险的学生，老师使用了更高的机会进行回应和正面的具体反馈。我们没有发现种族或残疾风险交互作用的主要影响。这些发现支持继续研究教师对循证实践的不同使用的需求。