The Effects of Response Cards on Active Participation and Social Behavior of Students with Moderate and Severe Disabilities

Berrong, Amy Ketterer; Schuster, John W.; Morse, Timothy E.; Collins, Belva C.

doi:10.1007/s10882-007-9047-7

Cited by 30 publications

(23 citation statements)

References 16 publications

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“…In the past, responsibilities delegated to paraprofessionals may have included providing support during small group instruction, collecting data on student performance, adapting academic assignments, and supporting home-school instruction (Causton-Theoharis & Malmgren, 2005); there is evidence, however, that paraprofessionals can be effective and reliable in providing direct instruction for students as well (Berrong, Schuster, Morse, & Collins, 2007; Collins et al, 2011; Fickel, Schuster, & Collins, 1998; Fiscus, Schuster, Morse, & Collins, 2002; Johnson et al, 2004; Norman, Collins, & Schuster, 2001; Parrott, Schuster, Collins, & Gassaway, 2000; Riesen et al, 2003; Stonecipher, Schuster, Collins, & Grisham-Brown, 1999). Paraprofessionals, however, often lack sufficient training, which can lead to a breakdown in quality instruction for students with moderate and severe disabilities (MSD) (Giangreco, Broer, & Edelman, 2002; Suter & Giangreco, 2009).…”

mentioning

confidence: 99%

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

Britton

Collins

Ault

et al. 2015

Focus Autism Other Dev Disabl

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Classroom support can be a key factor in serving students with moderate to severe intellectual disability and may consist of paraprofessionals, peer tutors, related service personnel, and volunteers. If these individuals have the skills to implement effective (and evidence-based) instructional strategies with a high degree of fidelity, both teachers and students can benefit (Collins, 2012). Teachers will have more time to spend with single or small groups of students while downtime for other students in the classroom remains productive, thus optimizing the amount of instructional time each student receives. In an inclusive model, teachers and support personnel can accompany students and embed individualized systematic instruction across general education settings (

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mentioning

confidence: 99%

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

Britton

Collins

Ault

et al. 2015

Focus Autism Other Dev Disabl

Self Cite

View full text Add to dashboard Cite

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“…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.…”

Section: Implications For Practice and Directions For Future Researchmentioning

confidence: 99%

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

Mantzikos¹,

Lappa

2020

EJSE

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This article provides an analysis of the difficulties and barriers deaf and hard of hearing individuals face during the period of the COVID-19 pandemic. In a pandemic situation, apart from the economy, education is also largely affected. In the past few months, many disabled and non-disabled pupils and university students were taken by complete surprise by the immense changes in the education sector and mainly by the innovations introduced, especially in the lower education grades, which resulted in considerable implications, despite the positive response they received. In these trying times humanity is experiencing, the difficulties that deaf and hard of hearing individuals have to face were exacerbated, perpetuating their marginalisation. Article visualizations:<img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" />

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“…Current research illustrates that response cards (e.g., white tile boards, premade cards, electronic responders) can be an effective method for increasing active participation for students with and without disabilities over the broad range of ages and development (Horn, 2010; Randolph, 2007; Schnorr et al, 2015). Several studies have investigated middle school students, self-contained settings, and/or math achievement (Berrong, Schuster, Morse, & Collins, 2007; Davis & O’Neill, 2004; Horn, Schuster, & Collins, 2006; Lambert, Cartledge, Heward, & Lo, 2006; Maheady, Michielli-Pendl, Mallette, & Harper, 2002). Overall, these studies illustrated (a) increased engagement, active responding, skill acquisition, and accuracy of responses; (b) gains in academic achievement; and (c) decreases in off-task and disruptive behavior.…”

Section: Response Cards As An Instructional Toolmentioning

confidence: 99%

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

Didion

Toste

Wehby

2018

Remedial and Special Education

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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.

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The Effects of Response Cards on Active Participation and Social Behavior of Students with Moderate and Severe Disabilities

Cited by 30 publications

References 16 publications

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

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

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

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