Abstract
The authors used an ABAB design to evaluate the effects of response cards on the active responding and social behavior of eight elementary-aged students with moderate and severe disabilities. The study occurred during a calendar group activity, and each condition was implemented for 5 to 8 days. During all conditions, the instructor asked nine questions each session. In the A conditions, the students raised their hands to answer the instructor’s questions while in the B conditions, students responded by placing 3 × 3 in. cards on a response board. Results indicated that use of response boards increased active responding for six students and on-task behavior for all students. However, rates of inappropriate behavior were variable across students.
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Acknowledgement
The authors are grateful for the assistance provided by Ann Griffen, Dr. C. Michael Nelson, and Dr. William H. Berdine.
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This study was the first author’s thesis that was completed in partial fulfillment of the requirements for a Master of Science degree in the Department of Special Education and Rehabilitation Counseling at the University of Kentucky.
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Berrong, A.K., Schuster, J.W., Morse, T.E. et al. The Effects of Response Cards on Active Participation and Social Behavior of Students with Moderate and Severe Disabilities. J Dev Phys Disabil 19, 187–199 (2007). https://doi.org/10.1007/s10882-007-9047-7
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DOI: https://doi.org/10.1007/s10882-007-9047-7