This study examined the effects of three response options (traditional responding, response cards, and response systems) on the mathematics performance, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). A three-way crossover design was utilized to evaluate the efficacy of response options in secondary mathematics classrooms. Thirty-three students with EBD attending an urban high school and their teachers served as participants. Results indicated that the use of response cards (white boards) or response systems (ActivResponders) significantly increased students' mathematics performance, participation, and time on-task when compared to traditional responding. Further, the use of response cards resulted in significant increases in performance and response accuracy over the increases found when using response systems. Social validity data indicated that students and teachers felt they benefited from the use of response cards and systems. Limitations, discussions, and implications for practice and future research are presented.