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

Education and Training in Developmental Disabilities

Volumn 41, Issue 4, 2006, Pages 382-391

  Horn, Channon ^a   Schuster, John W ^b   Collins, Belva C ^b  

^a Bourbon County Schools   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751547796     PISSN: 15470350     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (11)

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3. Browder, D. M., & Snell, M. E. (2000). Teaching functional academics. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (pp. 493-542). Upper Saddle River, NJ: Prentice-Hall.
4. Cavanaugh, R. A., Heward, W. L., & Donelson, F. (1996). Effects of response card lesson closure on the academic performance of secondary students in an earth science course. Journal of Applied Behavior Analysis, 29, 403-406.
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8. 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.
9. Pratton, J., & Hales, L. W. (1986). The effects of active participation on student learning. Journal of Educational Research, 4, 210-215.
10. Sterling, R. M., Barbetta, P. M., Heward, W. L., & Heron, T. E. (1997). A comparison of active response and on-task instruction on the acquisition and maintenance of health facts by fourth grade special education students. Journal of Behavioral Education, 2, 151-165.
11. Wechsler, D. (1974). Manual for the Wechsler intelligence scale for children (Rev. ed.). New York: Psychological Corporation.