A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Classroom Behavior

Autor/inn/en	Schulz, Thomas; Cividini-Motta, Catia; Blair, Kwang-Sun Cho; MacNaul, Hannah
Titel	A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Classroom Behavior
Quelle	In: Journal of Behavioral Education, 31 (2022) 2, S.243-264 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cividini-Motta, Catia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09393-3
Schlagwörter	Audience Response Systems; Visual Aids; Nonverbal Communication; Responses; Student Behavior; Large Group Instruction; Language Arts; Grade 1; Elementary School Students; Students with Disabilities; Inclusion; Behavior Problems; Behavior Modification; Accuracy + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Non-verbal communication; Nonverbale Kommunikation; Student behaviour; Schülerverhalten; Sprachkultur; School year 01; 1. Schuljahr; Schuljahr 01; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Behaviour modification; Verhaltensänderung
Abstract	This study compared the effects of high-tech (clickers) and low-tech (response cards and hand raising) active student responding modalities on student classroom behavior during whole-group English language arts instruction in two 1st-grade classrooms serving students with and without disabilities. The authors combined an ABAB reversal design with an alternating treatments design to compare the impact of using high-tech and low-tech modalities on academic responding, disruptive behavior, and accuracy of responding across four teacher-nominated students in two classrooms. The results of the study indicate that both clickers and response cards were equally effective in increasing student academic responding and decreasing disruptive behavior. Additionally, accuracy of responding was similar during the response cards and clickers conditions for all participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01