Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies examining the relationship between student response systems and academic engagement for older students with specific learning disabilities. The purpose of this study was to pilot the use of Google classroom as a student response system on academic participation and disruptive behavior for high school students with specific learning disability. While the study began as a multiple baseline across participants single-subject research design, the design was changed due to school closures as a result of COVID-19. A high-school student with specific learning disability participated in a study using an AB non-experimental design. The student response system resulted in an abrupt change in academic participation for the participant. The student and teacher perceived the intervention to be effective and appropriate for increasing participation and decreasing disruptive behavior. This study contributes to a limited body of research on student response systems for secondary students with specific learning disabilities.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1808364 |
| Date | 05 1900 |
| Creators | Triplett, Patrick C |
| Contributors | Savage, Melissa N., Combes, Bertina H., Mehta, Smita, Middlemiss, Wendy |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Triplett, Patrick C, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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