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

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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.

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Acknowledgement

Preparation of this article was in part supported by the University of Cincinnati’s Research Council Grant.

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Authors and Affiliations

  1. CECH University of Cincinnati, Teachers/Dyer Hall, Cincinnati, OH, 0022, USA

    Todd Haydon & William Hunter

  2. SUNY Fredonia, E268 Thompson Hall, Fredonia, NY, 14063, USA

    Lawrence Maheady

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  1. Todd Haydon
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  2. Lawrence Maheady
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  3. William Hunter
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Correspondence to Todd Haydon.

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Haydon, T., Maheady, L. & Hunter, W. Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities. J Behav Educ 19, 222–238 (2010). https://doi.org/10.1007/s10864-010-9108-3

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  • DOI: https://doi.org/10.1007/s10864-010-9108-3

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