We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

中文翻译：

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教师提供的策略以增加学生的回应机会：系统的方法论综述

我们进行了这项系统的综述，以整理文献资料，并对教师指导策略的循证地位进行分类，以增加学生在整个K-12连续阶段的全组教学中的回应机会（OTR）。具体来说，我们进行了此项审查，以确定是否可以根据特殊教育理事会特殊儿童循证实践标准委员会将OTR归类为循证实践。我们使用方法学上合理的研究的修改后的加权标准，检查了21项纳入研究针对质量指标和循证实践标准的研究的程度。三项研究均符合所有八项质量指标，而十一项研究均达到或超过了80％的质量指标，遵循的是确定方法学上合理的研究的加权标准。结果表明，在K-12学校环境中，教师指导的应答卡OTR策略可能是一种基于证据的做法。讨论了教育意义，局限性和未来方向。