Use of response cards with a group of students with learning disabilities including those for whom English is a second language

Journal of Applied Behavior Analysis

Volumn 37, Issue 2, 2004, Pages 219-222

  Davis, Linda L ^a   O'Neill, Robert E ^b  

^a Salt Lake City School District   (United States)

^b UNIVERSITY OF UTAH   (United States)

Author keywords

ESL services; Learning disabilities; Response cards

Indexed keywords

EID: 3342890480     PISSN: 00218855     EISSN: None     Source Type: Journal    
DOI: 10.1901/jaba.2004.37-219     Document Type: Article

References (3)

1. Gardner, R., Heward, W. L., & Grossi, T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole class science instruction. Journal of Applied Behavior Analysis, 27, 63-71.
2. Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Pacific Grove, CA: Brooks/Cole.
3. Narayan, J. S., Heward, W. L., Gardner, R., Courson, F. H., & Omness, C. K. (1990). Using response cards to increase student participation in an elementary classroom. Journal of Applied Behavior Analysis, 23, 483-490.