Use of response cards to teach telling time to students with moderate and severe disabilities

By: Horn, Channon.
Contributor(s): Schuster, John W | Collins, Belva C.
Series: Education and Training in Developmental Disabilities 41 (4) 2006: 382-391.Publisher: 2006Content type: text Media type: unmediated Carrier type: volume Subject(s): TEACHING AIDS | CLASSROOMS | EQUIPMENT | INAPPROPRIATE BEHAVIOURSummary: Investigated the relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate and severe disabilities. Assessed on four dependent variables: student active responding; on-task behaviour; inappropriate behaviour; and acquisition of the target behaviour. Found the response card conditions resulted in higher levels of active responding and on-task behaviour and lower levels of inappropriate behaviour when compared to hand raising conditions.
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Investigated the relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate and severe disabilities. Assessed on four dependent variables: student active responding; on-task behaviour; inappropriate behaviour; and acquisition of the target behaviour. Found the response card conditions resulted in higher levels of active responding and on-task behaviour and lower levels of inappropriate behaviour when compared to hand raising conditions.

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