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USE OF RESPONSE CARDS WITH A GROUP OF STUDENTS WITH LEARNING DISABILITIES INCLUDING THOSE FOR WHOM ENGLISH IS A SECOND LANGUAGE
Author(s) -
Davis Linda L.,
O'Neill Robert E.
Publication year - 2004
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2004.37-219
Subject(s) - psychology , raising (metalworking) , task (project management) , mathematics education , class (philosophy) , learning disability , developmental psychology , artificial intelligence , computer science , geometry , mathematics , management , economics
The current study compared the effects of hand raising and response cards during a writing instruction class in a middle‐school resource classroom with students who were learning English as their second language. Response cards increased the rate and accuracy of academic responding, increased weekly quiz scores, and had mixed effects on off‐task behavior, but most students reported that they preferred hand raising.