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dc.contributor.advisorTincani, Matt
dc.creatorKuntzmann, Laura Elizabeth
dc.date.accessioned2021-08-23T17:56:49Z
dc.date.available2021-08-23T17:56:49Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6860
dc.description.abstractResponse cards are low-cost, low-tech instructional tools designed to engage learners while simultaneously aiding educators in evaluating student comprehension. The use of such a tool in educational settings has increased over the last several decades, as evidenced by the growing body of research evaluating their impact in the classroom. Though several researchers have reviewed the literature on response cards to date, the purpose of the present study was to conduct a more current and comprehensive systematic review of the literature focused on the use of response cards specifically among learners who have been diagnosed with one or more disabilities. A multi-step search procedure revealed 15 relevant studies which met inclusion criteria. A total of 141 participants with and without disabilities ranging in age from five to 19 were included in the present study. Outcomes of interest included active responding, correct responding, on-task behavior, inappropriate behavior, and academic achievement. Results of the review extend the findings of Randolph (2007), Horn (2010), and Schnorr et. al. (2016), indicating the continued effectiveness of response cards in yielding desirable outcomes, both behaviorally and academically. Increases in nearly all dependent variables including active responding, correct responding, on-task behavior, and academic achievement were reported. However, outcomes related to decreasing inappropriate behavior were variable. There exist several limitations within the present study, and recommendations for future research are plentiful. Those recommendations as well as implications for use are discussed.
dc.format.extent67 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectSpecial education
dc.subjectBehavioral sciences
dc.subjectEducation
dc.subjectDisability
dc.subjectLearning
dc.subjectResponse cards
dc.titleA Review of the Literature on Response Cards Among Students with Disabilities
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberAxelrod, Saul
dc.contributor.committeememberDowdy, Arthur
dc.contributor.committeememberTincani, Matt
dc.contributor.committeememberTravers, Jason C.
dc.description.departmentApplied Behavioral Analysis
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6842
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeM.S.Ed.
dc.identifier.proqst14622
dc.date.updated2021-08-21T10:08:44Z
refterms.dateFOA2021-08-23T17:56:50Z
dc.identifier.filenameKuntzmann_temple_0225M_14622.pdf


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