Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD

Abstract

This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as students with EBD tend to have lower academic achievement compared with their peers and have shown a marked decline particularly in mathematics performance as they move from the elementary into secondary grades. When students have increased opportunities to respond (OTR)—through methods such as response cards—they are more likely to be engaged with and actively participate in instruction. In the baseline phase, students participated by traditional hand-raising. The intervention phase introduced the use of response cards. Visual analyses reveal that response cards increased the engagement of all participants. Findings were translated into the between-case standardized mean difference effect size estimates and the effect size was 1.3, suggesting that response cards may be an inexpensive and easily implemented method for increasing OTR for students with EBD.

Role of politically motivated internet addiction and ideological passion in linking college student's mental health education and wellbeing

“…It is critical to understand that the students, which have shown more interest in learning a new course, have mostly been the ones with lesser political activities, and they have been aware of the negative consequences of the wastage of time (12,49,72). The responsibility of the management is not only to provide the course material and the teacher to the students, but it is also the responsibility of the stakeholders to ensure that the students are not involved in different kinds of political activities because they must focus on their productivity (8,12,34,39).…”

Difficulties and Barriers in the Education of Deaf and Hard of Hearing Individuals in the Era of Covid-19: The Case of Greece - A Viewpoint Article

“…Such cards can be used in various lessons (mathematics, physics, chemistry, sociology, etc. ), as they are a very important, extremely low cost tool (Berrong, Schuster, Morse, & Collins, 2007;Bittinger, 2015;Christle & Schuster, 2003;Clarke, Haydon, Bauer, & Epperly, 2015;Didion, Toste, & Wehby, 2018;Duchaine, Jolivette, Fredrick, & Alberto, 2018;George, 2010;Randolph, 2007). A literature review (Horn, 2010) of six studies evaluated the use of Response Cards specifically for disabled students, and found that use of these cards is an effective strategy that increases the number of students' active responses and their commitment to instructional activities.…”

Using Technology to Increase Opportunities to Respond

“…Recent studies have demonstrated electronic Clickers improved (a) on-task behavior and academic performance of middle school students with attention deficit hyperactivity disorder (ADHD) and EBD (Xin & Johnson, 2015), and (b) academic engagement in high school students with EBD (Blood, 2010). Furthermore, researchers recently suggested technology such as Clickers may have an advantage over low-technology options like traditional response cards due to their ability and efficiency in capturing data (Didion, Toste, & Wehby, 2018).…”