Using Response Cards to Increase Active Responding during Zoom Instruction in Students with Disability in a Postsecondary Classroom
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| Title: | Using Response Cards to Increase Active Responding during Zoom Instruction in Students with Disability in a Postsecondary Classroom |
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| Language: | English |
| Authors: | Jessica D. Kotik, Merilee McCurdy (ORCID |
| Source: | Psychology in the Schools. 2025 62(9):3119-3127. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Students with Disabilities, Intellectual Disability, Developmental Disabilities, Intervention, Answer Sheets, College Students, Multiple Choice Tests, Feedback (Response) |
| DOI: | 10.1002/pits.23530 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Inclusive Postsecondary Education programs are designed to provide students with disabilities the opportunity to seek postsecondary education while receiving explicit instruction and support in social and emotional, independent living, and vocational skills. While students enroll in college classes, there is little research available for how to support student learning in postsecondary education classrooms. This study is designed to extend research on response card interventions to students with intellectual and developmental disabilities enrolled in a postsecondary education program. In this study, the response card intervention involved students writing their response to a multiple-choice review question on a piece of paper. When prompted by the class instructor, students held up their responses. Immediate feedback was given regarding the correct response. A withdrawal design was used to evaluate the effects of the response card intervention on the number of active responses students made during an in-class review session of the material taught in that day's class. Visual analysis of data suggests the response card intervention resulted in immediate, consistent, and meaningful increases in active responding. The discussion focuses on applied implications, limitations, and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479882 |
| Database: | ERIC |
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| Abstract: | Inclusive Postsecondary Education programs are designed to provide students with disabilities the opportunity to seek postsecondary education while receiving explicit instruction and support in social and emotional, independent living, and vocational skills. While students enroll in college classes, there is little research available for how to support student learning in postsecondary education classrooms. This study is designed to extend research on response card interventions to students with intellectual and developmental disabilities enrolled in a postsecondary education program. In this study, the response card intervention involved students writing their response to a multiple-choice review question on a piece of paper. When prompted by the class instructor, students held up their responses. Immediate feedback was given regarding the correct response. A withdrawal design was used to evaluate the effects of the response card intervention on the number of active responses students made during an in-class review session of the material taught in that day's class. Visual analysis of data suggests the response card intervention resulted in immediate, consistent, and meaningful increases in active responding. The discussion focuses on applied implications, limitations, and future research. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23530 |
