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Degree

EdD, University of Cincinnati, Education : Special Education, 2010.

Abstract

The passage of IDEA and No Child Left Behind have highlighted the importance of all students having access to the general curriculum, and to learning in the least restrictive environment. Prior to IDEA and No Child Left Behind, students with intellectual disabilities were often excluded from instruction in the general education classroom, and were provided separate instruction. Research-based strategies are needed to support education of students with intellectual disabilities in the general education classroom. This study used an ABAB design to investigate the effects of using response cards to increase student participation, accuracy and test performance in the general education classroom. Results of this study suggest that response cards are an effective instructional strategy to increase in on-task behavior, accurate responding, and test scores for students with intellectual disabilities in the general education classroom. Study demonstrated a high degree of social validity for teachers and students. Results from this study extend earlier research in which authors found that response cards increase the participation of students with intellectual disabilities in the resource setting.

Subject Headings

Special education

Keywords

intellectual disabilities; response cards; accurate responding; on-task behavior; instructional strategy

Committee / Advisors

Anne Bauer, EdD (Committee Chair)
Stephen Kroeger, EdD (Committee Member)
Todd Haydon, PhD (Committee Member)
David Barnett, PhD (Committee Member)

Pages

90p.

Document number: ucin1277154877
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277154877

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