Relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate and severe disabilities was investigated. Effects of the two strategies were assessed on four dependent variables: (a) student active responding, (b) on-task behavior, (c) inappropriate behavior, and (d) acquisition of the target behavior. Results indicated that the response card conditions resulted in higher levels of active responding and on-task behavior and lower levels of inappropriate behavior when compared to hand raising conditions. Two of the three students had higher accuracy during response card conditions as compared to hand raising conditions. For the third student there were minimal differences between the conditions for the accuracy measure. Future research needs also are discussed. (Contains 3 tables.)