Journal of Behavioral Education

, Volume 19, Issue 3, pp 222–238

Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities

Authors

    • CECH University of Cincinnati
  • Lawrence Maheady
    • SUNY Fredonia
  • William Hunter
    • CECH University of Cincinnati
Original Paper

DOI: 10.1007/s10864-010-9108-3

Cite this article as:
Haydon, T., Maheady, L. & Hunter, W. J Behav Educ (2010) 19: 222. doi:10.1007/s10864-010-9108-3

Abstract

Previous research has demonstrated that Numbered Heads Together, a cooperative learning strategy, is more effective than traditional teacher-led instruction in academic areas such as social studies and science. The current study compared the effects of two types of Numbered Heads Together strategies with a baseline condition during 7th grade language arts lessons. Results indicated that three students with various disabilities had higher percent intervals of on-task behavior and daily quiz scores during either Heads Together condition. Teacher satisfaction ratings suggested that Heads Together was easy to implement, and all three students preferred this strategy to baseline instruction. A discussion of study limitations, implications, and future research directions is included.

Keywords

Numbered Heads TogetherPeer-assisted teachingCooperative learningTeacher questionsLanguage arts

Copyright information

© Springer Science+Business Media, LLC 2010