Increase Engagement and Achievement with Response Cards: Science and Mathematics Inclusion Classes

Autor/inn/en	Duchaine, Ellen L.; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A.
Titel	Increase Engagement and Achievement with Response Cards: Science and Mathematics Inclusion Classes
Quelle	In: Learning Disabilities: A Contemporary Journal, 16 (2018) 2, S.157-176 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Disabilities; Behavior Problems; Inclusion; Learner Engagement; Visual Stimuli; High School Students; Teaching Methods; Program Effectiveness; Mathematics Instruction; Science Instruction; Academic Achievement + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung
Abstract	Students with academic, social, and emotional disabilities often demonstrate challenging behaviors and struggle to remain focused on the lesson, learn less that their peers, resulting in lower academic achievement. Research has demonstrated that the more actively engaged students are in the lesson, the more they learn, and therefore the more successful they will be academically and behaviorally. Oftentimes, in content intensive courses such as mathematics and the sciences, teachers need strategies to engage the learners in practice and review of the content to determine the need for re-teaching a set of skills before continuing to the next skill set. This study compared the use of response cards to the more traditional method of hand raising in high school classes required for graduation, taught by certified teachers, and inclusive of students with various disabilities and a history of challenging behaviors. The students with disabilities and challenging behaviors in this study are compared with typical, non-disabled peers. An alternating treatment method was used during daily reviews to investigate this interactive strategy to engage the students. The use of response cards increased the number of times all students attempted to participate during the daily class review as well as showing an increase in long term retention of the material reviewed using response cards. In addition, the results of a social validity assessment completed by both students and teachers report various benefits to using response cards as an instructional strategy. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01