Effects of Response Cards on Fourth-Grade Students’ Participation and Disruptive Behavior During Language Arts Lessons in an Inclusive Elementary Classroom

被引：0
作者：
Crystalyn I. Goodnight
Katelyn G. Whitley
Alicia A. Brophy-Dick
机构：
[1] University of North Carolina Wilmington,Department of Early Childhood, Elementary, Middle, Literacy and Special Education
来源：
Journal of Behavioral Education | 2021年 / 30卷
关键词：
Elementary; Response cards; Participation; Disruptive behavior; Language arts instruction;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Many teachers state that disruptive behavior in their classroom is one of their main challenges, and it often results in a loss of instructional time. Teachers also have difficulty in providing opportunities for their students to be actively engaged in their own learning. This study used an ABAB reversal design to investigate the effects of preprinted response cards on students’ participation and disruptive behavior in a fourth-grade inclusive elementary classroom during language arts instruction. The findings of this study showed that the use of preprinted response cards resulted in increased participation for all five target students. Limitations of the study, areas for future research to investigate, and implications for practice are discussed.
引用
收藏
页码：92 / 111
页数：19
相关论文
共 52 条
  • [1] Ares N(2002)Middle school students’ understanding of meaningful learning and engaging classroom activities Journal of Research in Childhood Education 16 263-277
  • [2] Gorrell J(1999)Using active responding to reduce disruptive behavior in a general education classroom Journal of Positive Behavior Interventions 1 152-158
  • [3] Armendariz F(2007)Recent research on troublesome classroom behaviour: A review Australasian Journal of Special Education 31 45-60
  • [4] Umbreit J(2003)The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction Journal of Behavioral Education 12 147-165
  • [5] Beaman R(2016)Inclusion of students with an intellectual disability in the general education classroom with the use of response cards Preventing School Failure 60 35-42
  • [6] Wheldall K(2018)The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school Behavioral Disorders 43 302-315
  • [7] Kemp C(2013)A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems Journal of School Psychology 51 571-585
  • [8] Christle CA(2001)Teacher turnover and teacher shortages: An organizational analysis American Educational Research Journal 38 499-534
  • [9] Schuster JW(2006)Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students Journal of Positive Behavior Interventions 8 88-99
  • [10] Clarke LS(2015)Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature Education and Treatment of Children 38 211-239
123456