The Effects of Response Cards on Active Participation and Social Behavior of Students with Moderate and Severe Disabilities

The authors used an ABAB design to evaluate the effects of response cards on the active responding and social behavior of eight elementary-aged students with moderate and severe disabilities. The study occurred during a calendar group activity, and each condition was implemented for 5 to 8 days. During all conditions, the instructor asked nine questions each session. In the A conditions, the students raised their hands to answer the instructor’s questions while in the B conditions, students responded by placing 3 × 3 in. cards on a response board. Results indicated that use of response boards increased active responding for six students and on-task behavior for all students. However, rates of inappropriate behavior were variable across students.