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dc.contributor.advisorSigurdsson, Sigurdur O.
dc.contributor.authorShubert, Deidra Nicole
dc.creatorShubert, Deidra Nicole
dc.date.accessioned2015-05-21T17:55:23Z
dc.date.available2015-05-21T17:55:23Z
dc.date.issued2015-05
dc.identifier.urihttp://hdl.handle.net/11141/670
dc.descriptionThesis (M.S.) - Florida Institute of Technology, 2015en_US
dc.description.abstractThis study examined the effects of response cards on student engagement and academic performance during math instruction. Students in a middle school classroom for students with emotional and behavior disorders (EBD) received two different instructional conditions: (a) hand raising or (b) response cards. An experimental group was compared to a control group on three identical academic tests administered at various times throughout the school semester to evaluate long-term effects of response cards on academic performance. Analysis of the results indicated increases in student engagement when response cards were implemented when compared to sessions during which students used hand raising to indicate a correct answer. Performance on the academic tests indicated academic material was retained over time in both groups.en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.rightsCopyright held by authoren_US
dc.subjectBehavior Disordersen_US
dc.subjectAcademic Performance
dc.subjectResponse Cards
dc.subjectStudent Engagement
dc.subjectAcademic Performance
dc.subjectClassroom Management
dc.titleLong-term Effects of Response Cards on Student Engagement and Academic Performance by Students with Disabilitiesen_US
dc.typeThesisen_US
dc.date.updated2015-05-05T12:26:54Z
thesis.degree.nameMaster of Science in Applied Behavior Analysis and Organizational Behavior Managementen_US
thesis.degree.levelMastersen_US
thesis.degree.disciplineApplied Behavior Analysis and Organizational Behavior Managementen_US
thesis.degree.departmentBehavior Analysisen_US
thesis.degree.grantorFlorida Institute of Technologyen_US
dc.type.materialtext


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