Response Cards as a Strategy for Increasing Opportunities to Respond

Schnorr, Crystalyn; Freeman‐Green, Shaqwana; Test, David W.

doi:10.1177/0741932515575614

Cited by 21 publications

(20 citation statements)

References 37 publications

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“…Overall, results from this EBP review are similar to Schnorr et al's (2015) review in which the authors found sufficient support for response cards as an EBP. We extended their work and found a range of research examining OTR strategies (e.g., response cards, choral responding) to be methodologically rigorous and effective.…”

Section: Discussionsupporting

confidence: 73%

“…Findings suggested choral responding resulted in higher levels of active student responding and on-task, appropriate behavior, as well as decreases in students' disruptive and inappropriate behaviors. More recently, Schnorr et al (2015) offered the first methodological appraisal of an OTR strategy and examined response cards in elementary settings. Results indicated sufficient support for response cards as an EBP with a moderate level of evidence for increasing OTR for elementary students.…”

Section: Opportunities To Respond: Lessons Learnedmentioning

confidence: 99%

See 1 more Smart Citation

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

Common

Lane

Cantwell

et al. 2019

Behavioral Disorders

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We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

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Section: Discussionsupporting

confidence: 73%

Section: Opportunities To Respond: Lessons Learnedmentioning

confidence: 99%

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

Common

Lane

Cantwell

et al. 2019

Behavioral Disorders

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“…Effective behavior specific praise (BSP) was defined as contingent verbal statements of approval provided to a student, or students, by a paraeducator that includes a reference to or a description of the behavior being praised (Hawkins & Heflin, 2011). Effective opportunities to respond (OTR) was defined as an interaction between a paraeducator formulated question and the academic response given by the student or students (Schnor, Freeman-Green, & Test, 2015). Specifically, effective OTR was described as a questioning technique that served to begin, review, or extend a learning trial.…”

Section: Methodsmentioning

confidence: 99%

The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings

2019

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Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators’ use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.

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“…OTR are created within a teacher-directed instructional plan (i.e., materials, questioning, prompts) that produces active participation by providing students with routes to generate answers or respond to instruction in the classroom (Cappizzi, Wehby, & Sandmel, 2010; Greenwood, Delquadri, & Hall, 1984). OTR can increase engagement, academic outcomes, and reduce problem behaviors (Schnorr, Freeman-Green, & Test, 2015). Evidence indicates that increased levels of teacher-directed OTRs for students with EBD yield positive effects on academic and behavioral outcomes, including increased engagement (MacSuga-Gage & Simonsen, 2015; Sutherland & Wehby, 2001).…”

Section: Behaviors Of Students With Ebd That Influence Academic Perfomentioning

confidence: 99%

“…Current research illustrates that response cards (e.g., white tile boards, premade cards, electronic responders) can be an effective method for increasing active participation for students with and without disabilities over the broad range of ages and development (Horn, 2010; Randolph, 2007; Schnorr et al, 2015). Several studies have investigated middle school students, self-contained settings, and/or math achievement (Berrong, Schuster, Morse, & Collins, 2007; Davis & O’Neill, 2004; Horn, Schuster, & Collins, 2006; Lambert, Cartledge, Heward, & Lo, 2006; Maheady, Michielli-Pendl, Mallette, & Harper, 2002).…”

Section: Response Cards As An Instructional Toolmentioning

confidence: 99%

Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD

Didion

Toste

Wehby

2018

Remedial and Special Education

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This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as students with EBD tend to have lower academic achievement compared with their peers and have shown a marked decline particularly in mathematics performance as they move from the elementary into secondary grades. When students have increased opportunities to respond (OTR)—through methods such as response cards—they are more likely to be engaged with and actively participate in instruction. In the baseline phase, students participated by traditional hand-raising. The intervention phase introduced the use of response cards. Visual analyses reveal that response cards increased the engagement of all participants. Findings were translated into the between-case standardized mean difference effect size estimates and the effect size was 1.3, suggesting that response cards may be an inexpensive and easily implemented method for increasing OTR for students with EBD.

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Response Cards as a Strategy for Increasing Opportunities to Respond

Cited by 21 publications

References 37 publications

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings

Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD

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