Effects of Response Cards on Students with Autism Spectrum Disorder or Intellectual Disability

Autor/inn/en	Bondy, Alexis H.; Tincani, Matt
Titel	Effects of Response Cards on Students with Autism Spectrum Disorder or Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 53 (2018) 1, S.59-72 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Intellectual Disability; Communication Problems; Program Effectiveness; Visual Stimuli; Responses; Student Participation; Group Instruction; Elementary School Students; Grade 1; Grade 2; Observation; Student Behavior; Teacher Surveys; Effect Size; Elementary School Teachers + Suchen Sie Ihr Suchwort? Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Kommunikationsbarriere; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppenunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Beobachtung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Research has shown that response cards (RC) enhance academic performance of low-achieving students with mild to moderate disabilities. Learners with autism spectrum disorder (ASD) and intellectual disability (ID) often have difficulties with communication, which limit their participation in group lessons and limit their access to the general education curriculum. RC are potentially advantageous for students with ASD and ID as they enable students with communication difficulties and low levels of active responding to more fully participate during group lessons. Yet, there is limited research on the effects of RC with these children. This study evaluated effects of teacher-implemented, preprinted RC on participation and correct responding of two students with ASD and one student with ID during group instruction. RC produced large increases in students' participation and large increases in students' correct responding compared to traditional hand raising. These findings extend previous research supporting the benefits of RC to students with ASD and ID in accessing the general education curriculum. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01