Literaturnachweis - Detailanzeige
| Autor/inn/en | Horn, Channon K.; Ackerman, Kera B.; Hitch, Elena J. |
|---|---|
| Titel | Applying High Leverage Practices to Increase Active Engagement and On-Task Behavior of Students with Intellectual Disabilities during Literacy Activities |
| Quelle | In: Journal of Special Education Technology, 37 (2022) 3, S.363-371 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Horn, Channon K.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434211019395 |
| Schlagwörter | Active Learning; Learner Engagement; Student Behavior; Students with Disabilities; Intellectual Disability; Literacy Education; Teaching Methods; Educational Technology; High School Students; Learning Activities |
| Abstract | The high leverage practices of promoting active student engagement and using assistive and instructional technology can be implemented simultaneously in resource settings. The purpose of the study was to compare two commonly used methods of engagement, hand-raising and digital response cards, to determine their effect on students' active engagement, on-task behavior, and reading comprehension. An ABAB design was used to evaluate the effects among high school students with intellectual disabilities during reading lessons. The results indicated there was a positive correlation associated with digital response cards on the level of active engagement, on-task behavior and skill acquisition as evidenced by whole group means. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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