Effect of Response Cards on Saudi Students with EBD in English Class
الكلمات المفتاحية:
Response Cards, Saudi Students, EBD, English Class
الملخص
I have always found the idea behind the teaching strategy of response cards (RC) to students from Saudi Arabia with EBD in my country. It was drilled into my head that if we as teachers do not include this strategy, then students will not learn effectively and the class be bored. As we know teaching today is much more than telling facts from a textbook, it has become a series of practices that teachers compile together to form teaching methods (Duchaine, 2011). However, it is truly important including the response cards in my classroom if I want my students to be active during my lesson.
In this research and as a result, the student performance increased with the use of response cards. The targeted students displayed few off-task behaviors during the response cards intervention compared to the baseline. These students shows zero occurrences of off-task behavior during all sessions within that strategy, therefore remaining on task for 85%-90% of the time.
المراجع
1. Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Pearson.
2. Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavioral Interventions, 1, 152-158.
3. Bost, L. W., & Riccomini, P. J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention. Remedial and Special Education, 27(5) 301-311.
4. Cavanaugh, R. A., Heward, W. L., & Donelson, F. (1996). Effects of response cards during lesson closure on the academic performance of secondary students in a science course. Journal of Applied Behavior Analysis, 29, 403-406.
5. Christle C. A., & Schuster, J.W. (2003). The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction. Journal of Behavioral Education. 12(3), 147–165.
6. Conderman, G., & Katsiyannis, A. (2002). Instructional issues and practices in secondary special education, Remedial and Special Education, 23(3), 169-179.
7. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Prentice Hall: Upper Saddle River, NJ.
8. Duchaine, E. L. (2011). Effect of response cards on academic outcome (doctoral dissertation, Georgia State University). Retrieved from http://scholarworks.gsu.edu/epse_diss/75
9. Duchaine, E., Green, K., & Jolivette, K. (2010). Using response cards as a class-wide intervention to decrease challenging behaviors. Beyond Behavior, 20(1), 2-10.
10. 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 Behavioral Analysis, 27, 63-71. doi: 10.1901/jaba.1994.27-63
11. George, C. L. (2010). Effects of response cards on performance and participation in social studies for middle school students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 200.
12. Heward, W. L., Gardner, R., III, Cavanaugh, R. A, Courson, F. H., Grossi, T. A, & Barbetta, P. M. (1996). Everyone participates in this class: Using response cards to increase active student response. Teaching Exceptional Children, 28(2), 4-10.
13. Horn, C. (2010). Response cards: An effective intervention for students with disabilities. Education and Training in Autism and Developmental Disabilities, 45(1), 116.
14. Kellum, K. K., Carr, J. E., & Dozier, C. L. (2001). Response-card instruction and student learning in a college classroom. Teaching of Psychology, 28(2), 101-104.
15. Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99. doi:10.1177/10983007060080020701
16. Musti-Rao, S., Kroeger, S. D., & Schumacher-Dyke, K. (2008). Using guided notes and response cards at the postsecondary level. Teacher Education and Special Education, 31(3), 149-163.
17. 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 Behavioral Analysis, 23, 483-490. doi: 10.1901/jaba.1990.23-483
18. Patterson, K. (2013). The effects of response cards on off –tasks behavior and academic performance of African American boys with emotional and behavioral disorders. The Journal of Multiculturalism in Education, 3. Retrieved from http://www.wtamu.edu/journal/volume-3.aspx#effects
19. Pisacreta, J., Tincani, M., Connell, J. E., & Axelrod, S. (2011). Increasing teachers’ use of a 1:1 praise-to-behavior correction ratio to decrease student disruption in general education classrooms. Behavioral Interventions, 26(4), 243-260.doi:10.1002/bin 341.
20. Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford.
21. Singer, L. S. (2013). Effects of response cards on the disruptive behavior of students (Master’s thesis, University of South Florida). Retrieved from http://scholarcommons.usf.edu/etd/4772
22. Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral Disorders, 13(2), 79–96.
23. Welles, Abigail S. (2013). The effects of three different types of opportunities to respond on disruptive behavior in a second grade music classroom. (Master’s thesis, University of Connecticut). Retrieved from http://digitalcommons.uconn.edu/gs_theses/486
2. Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavioral Interventions, 1, 152-158.
3. Bost, L. W., & Riccomini, P. J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention. Remedial and Special Education, 27(5) 301-311.
4. Cavanaugh, R. A., Heward, W. L., & Donelson, F. (1996). Effects of response cards during lesson closure on the academic performance of secondary students in a science course. Journal of Applied Behavior Analysis, 29, 403-406.
5. Christle C. A., & Schuster, J.W. (2003). The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction. Journal of Behavioral Education. 12(3), 147–165.
6. Conderman, G., & Katsiyannis, A. (2002). Instructional issues and practices in secondary special education, Remedial and Special Education, 23(3), 169-179.
7. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Prentice Hall: Upper Saddle River, NJ.
8. Duchaine, E. L. (2011). Effect of response cards on academic outcome (doctoral dissertation, Georgia State University). Retrieved from http://scholarworks.gsu.edu/epse_diss/75
9. Duchaine, E., Green, K., & Jolivette, K. (2010). Using response cards as a class-wide intervention to decrease challenging behaviors. Beyond Behavior, 20(1), 2-10.
10. 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 Behavioral Analysis, 27, 63-71. doi: 10.1901/jaba.1994.27-63
11. George, C. L. (2010). Effects of response cards on performance and participation in social studies for middle school students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 200.
12. Heward, W. L., Gardner, R., III, Cavanaugh, R. A, Courson, F. H., Grossi, T. A, & Barbetta, P. M. (1996). Everyone participates in this class: Using response cards to increase active student response. Teaching Exceptional Children, 28(2), 4-10.
13. Horn, C. (2010). Response cards: An effective intervention for students with disabilities. Education and Training in Autism and Developmental Disabilities, 45(1), 116.
14. Kellum, K. K., Carr, J. E., & Dozier, C. L. (2001). Response-card instruction and student learning in a college classroom. Teaching of Psychology, 28(2), 101-104.
15. Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99. doi:10.1177/10983007060080020701
16. Musti-Rao, S., Kroeger, S. D., & Schumacher-Dyke, K. (2008). Using guided notes and response cards at the postsecondary level. Teacher Education and Special Education, 31(3), 149-163.
17. 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 Behavioral Analysis, 23, 483-490. doi: 10.1901/jaba.1990.23-483
18. Patterson, K. (2013). The effects of response cards on off –tasks behavior and academic performance of African American boys with emotional and behavioral disorders. The Journal of Multiculturalism in Education, 3. Retrieved from http://www.wtamu.edu/journal/volume-3.aspx#effects
19. Pisacreta, J., Tincani, M., Connell, J. E., & Axelrod, S. (2011). Increasing teachers’ use of a 1:1 praise-to-behavior correction ratio to decrease student disruption in general education classrooms. Behavioral Interventions, 26(4), 243-260.doi:10.1002/bin 341.
20. Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford.
21. Singer, L. S. (2013). Effects of response cards on the disruptive behavior of students (Master’s thesis, University of South Florida). Retrieved from http://scholarcommons.usf.edu/etd/4772
22. Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral Disorders, 13(2), 79–96.
23. Welles, Abigail S. (2013). The effects of three different types of opportunities to respond on disruptive behavior in a second grade music classroom. (Master’s thesis, University of Connecticut). Retrieved from http://digitalcommons.uconn.edu/gs_theses/486
منشور
2022-05-01
كيفية الاقتباس
Dr. Manal Yousef Alsheef. (2022). Effect of Response Cards on Saudi Students with EBD in English Class. Journal of Arts, Literature, Humanities and Social Sciences, (78), 163-177. https://doi.org/10.33193/JALHSS.78.2022.662
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