Providing students with opportunities to respond to academic requests (OTR) and praise have been identified as effective teaching practices. Because academic difficulty is a primary characteristic of students with emotional and behavioral disorders (EBD), receiving adequate OTR and praise are crucial for ameliorating their academic deficits. Although a relationship between rates of OTR and teacher praise has been suggested, the nature of this relationship is largely unknown.The purpose of this article was to investigate this relationship through an examination of the significance and magnitude of the relation between teacher praise and OTR in classrooms for students with EBD using time-window sequential analysis. Results suggested that (a) a summary-level relationship represented by a significant positive correlation and (b) a significant sequential association existed between teacher praise and OTR. Implications for future research and study limitations are discussed.
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