Graduation Year

2015

Document Type

Thesis

Degree

M.A.

Degree Name

Master of Arts (M.A.)

Degree Granting Department

Child and Family Studies

Major Professor

Raymond Miltenberger, Ph.D., BCBA-D

Co-Major Professor

Kimberly Crosland, Ph.D., BCBA-D

Committee Member

Kimberly Crosland, Ph.D., BCBA-D

Committee Member

Kwang-Sun Blair, Ph.D., BCBA-D

Keywords

active student responding, class-wide management, education, effective instruction, single subject, white boards

Abstract

Active student responding increases student academic outcome and on-task behavior. Response cards are an effective and efficient strategy for increasing active student responding. This study examined the effects of response cards on student disruptive behavior, percentage of questions answered, and accuracy of questions answered while alternating the number of teacher-directed questions across sessions. An alternating treatments design was used with 5 teacher-nominated students. During baseline (BL), the teacher used her standard lecture format, having students raise their hand when responding to a question. During the response card (RC) intervention, the teacher asked students to write responses on their white boards. Following BL, 3 conditions were rapidly alternated across sessions. Conditions included BL, RC in which the teacher asked 6 questions, and RC in which the teacher asked 12 questions. During the RC conditions, there was a decrease in disruptive behavior and an increase in the percentage and accuracy of responding.

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