Few studies have proposed or evaluated methods to teach telling time. The purpose of this study was to evaluate the effects of differential reinforcement of student responding in the form of response cards to teach three middle school students with intellectual disability to tell time. Participants worked through six training phases. Results showed that correct responding increased from pre-assessment (range of 5.71-14.29% correct) to post-assessment (range of 85-100% correct). Preliminary evidence shows promise in the application of these procedures to teach telling time to middle school students with intellectual disability.

Response cards are low-cost, low-tech instructional tools designed to engage learners while simultaneously aiding educators in evaluating student comprehension. The use of such a tool in educational settings has increased over the last several decades, as evidenced by the growing body of research evaluating their impact in the classroom. Though several researchers have reviewed the literature on response cards to date, the purpose of the present study was to conduct a more current and comprehensive systematic review of the literature focused on the use of response cards specifically among learners who have been diagnosed with one or more disabilities. A multi-step search procedure revealed 15 relevant studies which met inclusion criteria. A total of 141 participants with and without disabilities ranging in age from five to 19 were included in the present study. Outcomes of interest included active responding, correct responding, on-task behavior, inappropriate behavior, and academic achievement. Results of the review extend the findings of Randolph (2007), Horn (2010), and Schnorr et. al. (2016), indicating the continued effectiveness of response cards in yielding desirable outcomes, both behaviorally and academically. Increases in nearly all dependent variables including active responding, correct responding, on-task behavior, and academic achievement were reported. However, outcomes related to decreasing inappropriate behavior were variable. There exist several limitations within the present study, and recommendations for future research are plentiful. Those recommendations as well as implications for use are discussed. / Applied Behavioral Analysis

This study examined the relative impact of two different question types (multiple choice and short answer) on individual student behavior when using response cards and the potential role of teacher preference as it pertained to question type. Using an alternating treatments design across participants, the study focused on identifying the type of question that was more effective in reducing disruptive behavior and increasing academic engagement and correct response when using response cards and investigated whether implementation of teacher preferred question type enhanced student behavioral outcomes. The results indicated that response cards effectively decreased disruptive behavior and increased academic engagement and correct responses in all four participating students. However, changes in the students’ behavior and performance did not differ between question types. The results also indicated that implementation of the teacher preferred question type further decreased disruptive behavior across students.

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ABSTRACT EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL STUDENTS WITH DISABILITIES WHO EXHIBIT CHALLENGING BEHAVIORS by Ellen L. Duchaine Response cards (RC) support effective teaching strategies such as maintaining a brisk pace of instruction, increased opportunities to respond, immediate and frequent corrective feedback, and high rates of behavior specific praise statements; all of which have been effective in increasing student engagement for students with and without emotional and behavioral disorders (E/BD) (Emmer & Stough, 2001; Simonsen et al., 2008; Sutherland, Wehby, & Copeland, 2000). RC during academic instruction are successful in decreasing disruptive behavior, increasing student participation, and increasing academic achievement from the elementary school level to the university level. This study examined teacher implementation of RC at the high school level for students without disabilities and students with disabilities with a history of challenging behaviors (i.e., students with a disability and a behavior intervention plan) in general education classes required for high school graduation. The purpose of this study was to evaluate the effect of RC compared to hand raising (HR) in inclusive general education classrooms. An alternating treatment design was implemented to examine the potential functional relation between the use of RC, student engagement, and academic achievement. RC (i.e., 8” x 11” laminated write -on cards) were randomly alternated with the more traditional method of HR which allows one student to respond to each question asked by the teacher. Intervals of time on-task, attempted responses, next day quiz scores, and bi-weekly probe scores were measured and analyzed for target students without disabilities and target students with disabilities. In addition, individual scores of all students in the class were calculated to provide a class mean, allowing further analysis. All sessions were conducted by classroom teachers during daily reviews of academic content. The findings from this study support prior research indicating RC increases student engagement by increasing intervals of time on-task and attempted responses for the majority of students. In one class, three of four target students increased daily quiz scores by 10% or more using RC; and in the second class the mean for daily quiz scores was higher using RC. Although results on next-day quizzes were inconsistent, bi-weekly probes indicate RC increased retention of material learned over time.

This study examined the effects of preprinted response cards on disruptive behavior and rates and accuracy of responding of elementary-aged students in an inclusive education setting with or at risk for Individualized Education Plans (IEPs). An alternating treatments design with an additional baseline phase was used across three teacher recommended students. During baseline, the teacher conducted a group language arts routine as normal, posing questions to the class and prompting them to raise their hands to answer. During the intervention phase, preprinted response cards (two sets: one true/false and one A/B) were passed out to the class to utilize during the group language arts routine to answer questions. The response card intervention was alternated with the baseline phase in each observation session. The results showed that disruptive behavior decreased substantially across all three students during the response card condition. Additionally, rates of responding and accuracy of responding increased across all three participants during the response card condition. Results indicate that the preprinted choice cards could serve as an effective classroom management strategy in inclusive education settings.

Abstract This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher's typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher's question. The second baseline condition (BL') was the same as the first baseline with an additional control for the number of teacher-delivered questions to the class per session. The RC condition was the same as BL' except students were expected to write their answers on the laminated card and then display upon the teacher's cue. Response cards and BL' conditions were alternated each session. The results revealed that RC implemented by a classroom teacher did reduce students' disruptive behaviors and increased their responding and accuracy during class.

This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech (clickers) and low-tech (response cards and hand raising) modalities on academic engagement, accuracy of responding, and disruptive behavior across four teacher-nominated students in two first-grade classrooms. During baseline, the teacher conducted her lesson as planned by having the students raise his/her hand to answer questions. In the intervention phase, students alternated between using preprinted response cards and clickers each session to answer the teacher’s questions. When using the pre-printed response cards or clickers, the students were instructed to hold up the index card with the correct answer or click the correct answer on his/her remote after the teacher read the question. The results of the study indicate that both active responding strategy (ARS) modalities were equally effective in increasing student academic engagement and decreasing disruptive behavior.