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| Autor/in | Gulboy, Emrah |
|---|---|
| Titel | Evaluating the Evidence Bases of the Response Cards Strategy: A Meta-Analysis of Single-Case Experimental Design Studies |
| Quelle | In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 2, S.181-197 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2154-1647 |
| Schlagwörter | Students with Disabilities; Instructional Materials; Responses; Evidence Based Practice; Program Effectiveness; Learner Engagement; Student Behavior; Elementary Secondary Education; Written Language; Visual Aids; Time on Task |
| Abstract | The current study aims to determine whether the response cards are an evidence-based strategy for academic and behavioral support for students with disabilities. For this purpose, a literature review was conducted to determine studies that implemented the response cards strategy (RCS). The rigor of the studies was evaluated using What Works Clearinghouse (WWC) design standards of single-case experimental research and was calculated treatment effect estimates using Tau-U. A total of eight single-case experimental research studies with 21 participants published between 2003 and 2020 met the inclusion criteria and were included in the current meta-analysis. The weighted aggregated treatment effect of RCS on student learning outcomes was 0.86. This meta-analysis provides sufficient evidence to consider the response cards as an evidence-based strategy. (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://www.daddcec.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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