Comparing Choral Responding and a Choral Responding Plus Mnemonic Device during Geography Lessons for Students with Mild to Moderate Disabilities

Autor/inn/en	Haydon, Todd; Musti-Rao, Shobana; Alter, Peter
Titel	Comparing Choral Responding and a Choral Responding Plus Mnemonic Device during Geography Lessons for Students with Mild to Moderate Disabilities
Quelle	In: Education and Treatment of Children, 40 (2017) 1, S.77-95 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Males; Mnemonics; Geography Instruction; Teaching Methods; Speech Communication; Comparative Analysis; Instructional Effectiveness; Student Behavior; Scores; Accuracy; Recall (Psychology); High School Students; Disabilities; Grade 7; Grade 9 + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Mnemotechnik; Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Student behaviour; Schülerverhalten; Abberufung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Four male 9th-grade students with mild to moderate disabilities participated in a single case design that compared choral responding (CR) and a choral responding plus mnemonic device (CR+) during geography lessons. The authors used an alternating treatments design to evaluate the effects of the two strategies on students' on-task behavior and daily quiz scores in identifying states on a map of the United States. The results showed that the CR+ was more effective than CR in increasing on-task behavior and accuracy levels on daily quiz scores, as well as performance on a 1-week delayed recall test. The teacher and students rated the CR+ as highly acceptable. A discussion of limitations, future research, and practical implications is included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01