ERIC Number: EJ1085207
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 50
Response Cards as a Strategy for Increasing Opportunities to Respond: An Examination of the Evidence
Schnorr, Crystalyn I.; Freeman-Green, Shaqwana; Test, David W.
Remedial and Special Education, v37 n1 p41-54 Jan-Feb 2016
This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response cards were analyzed. Based on an analysis of quality indicators, results established the use of response cards as an evidence-based practice with a moderate level of evidence. Implications for future research and practice are discussed.
Descriptors: Teaching Methods, Responses, Elementary School Students, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Case Studies, Evidence Based Practice, Disabilities, Educational Legislation, Federal Legislation, Equal Education, Literature Reviews, Check Lists, Predictor Variables, Intervention
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001