Evaluating response cards as evidence based. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Owiny, Ruby L.; Spriggs, Amy D.; Sartini, Emily C.; Mills, Jeremy R.
• Is Part Of: Preventing school failure. Volume 62:Issue 2(2018)
• Page Start: 59
• Page End: 72
• Publication Date: 2018-04-03
• Subjects: Evidence-based practices -- opportunities to respond -- quality indicators -- response cards -- special education; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2017.1344953
• Languages: English
• ISSNs: 1045-988X

Abstract

ABSTRACT: Increased accountability for quality instruction leading to higher achievement for all students has made it essential for identification and implementation of evidence-based practices. The Council for Exceptional Children's development of quality indicators (QI) has provided measures for researchers to apply to a body of literature to determine if a strategy or intervention meets criteria to be considered evidence based. This literature review expands and updates previous findings from research on response cards against specific QI to determine the evidence base for use during classroom instruction in educational contexts. The results of the review suggest response cards meet the specifications of an evidence-based practice for increasing active responding. Findings for potentially increasing achievement levels for students while having a positive impact on social behaviors is discussed.