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.
| Identifer | oai:union.ndltd.org:GEORGIA/oai:digitalarchive.gsu.edu:epse_diss-1075 |
| Date | 13 August 2011 |
| Creators | Duchaine, Ellen L. |
| Publisher | Digital Archive @ GSU |
| Source Sets | Georgia State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Educational Psychology and Special Education Dissertations |
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