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This study looked at whether a procedure of interspersing individual targeted questions would improve participation by low-responding students during a choral responding activity. Improved participation involved increased responding, increased accuracy, and decreased disruptive behavior. The study was conducted in two established elementary school classrooms. In each class, data were collected on two low-responding and two high-responding students. The choral activity was conducted in each classroom for 10 minutes a day. An ABAB reversal design was used. During baseline conditions, teachers conducted whole-group choral responding only. During the intervention conditions, teachers interspersed targeted questions to individuals who responded at low levels during the whole group choral responding activity. During the intervention (targeted questioning) conditions, the low-participating students in each classroom (a) responded to a higher percentage of the teacher's questions, (b) maintained or increased response accuracy, and (c) decreased disruptive behavior. During these same conditions, the high participating students maintained or slightly increased their participation levels. Teachers gave high social validity ratings to the targeted questioning procedure, noting that it made choral responding more effective with unwilling responders.

Previous research has examined the effects of response card use at various grades levels including elementary, middle, high school, and community college. These studies provide convincing evidence that incorporating response cards into group instruction helps improve learning outcomes. However, the majority of these studies focused solely on learning outcomes, typically assessed through the administration of tests and/or quizzes. The present study examined the effects of response cards on learning, and expanded the research by assessing effects on disruptive student behavior and the quantity and quality of interactions between teachers and students. A second grade teacher and two students were exposed to response cards in an alternating treatments design. Results showed increased positive responding from both teachers and students during response card sessions. However, inappropriate student behavior and negative teacher comments also increased during response card classes. This study provides preliminary evidence that active responding strategies can increase the amount of positive interactions between teachers and students.

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Active student responding increases student academic outcome and on-task behavior. Response cards are an effective and efficient strategy for increasing active student responding. This study examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. An alternating treatments design was used with 5 teacher-nominated students. During baseline (BL), the teacher used her standard lecture format, having students raise their hand when responding to a question. During the response card (RC) intervention, the teacher asked students to write responses on their white boards. Following BL, 3 conditions were rapidly alternated across sessions. Conditions included BL, RC in which the teacher asked 6 questions, and RC in which the teacher asked 12 questions. During the RC conditions, there was a decrease in disruptive behavior and an increase in the percentage and accuracy of responding.

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice.