Austin, J. L. (2000). Behavioral approaches to college teaching. In J. Austin & J. Carr (Eds.), Handbook of applied behavior analysis (pp. 449–472). Context Press.
Bulla, A. J., Wertalik, J. L., & Crafton, D. (2021). A preliminary investigation of question type used during response card activities on establishing concept formation in an introductory college class. European Journal of Behavior Analysis, 22(1), 133–150. https://doi.org/10.1080/15021149.2020.1737406
Clayton, M. C., & Woodard, C. (2007). The effect of response cards on participation and weekly quiz scores of university students enrolled in introductory psychology courses. Journal of Behavioral Education, 16, 250–258. https://doi.org/10.1007/s10864-007-9038-x
Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N. C., Oakes, W. P., Germer, K. A., & Bross, L. A. (2020). Teacher-delivered strategies to increase students’ opportunities to respond: A systematic methodological review. Behavioral Disorders, 45(2), 67–84. https://doi.org/10.1177/0198742919828310
Curiel, E. S., Kranak, M. P., Fielding, C., Curiel, H., & Miller, M. M. (2022). Behavior analysis in college classrooms: A scoping review. Behavioral Interventions, 38(1), 219–254. https://doi.org/10.1002/bin.1910
Dowdy, A., Peltier, C., Tincani, M., Schneider, W. J., Hantula, D. A., & Travers, J. C. (2021). Meta-analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis, 54(4), 1317–1340. https://doi.org/10.1002/jaba.862
Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. L. Heward, T. E. Heron, D. S. Hill, & J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 58–88). Merrill.
Gulboy, E. (2023). Evaluating the evidence bases of the response cards strategy: A meta-analysis of single-case experimental design studies. Education and Training in Autism and Developmental Disabilities, 58(2).
Haydon, T., Macsuga-Gage, A. S., Simonsen, B., & Hawkins, R. (2012). Opportunities to respond: A key component of effective instruction. Beyond Behavior, 22(1), 23–31. https://doi.org/10.1177/107429561202200105
Heward, W. L. (1994). Three" low-tech" strategies for increasing the frequency of active student response during group instruction. In R. Gardner, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283–320). Brooks Cole.
Horn, C. (2010). Response cards: An effective intervention for students with disabilities. Education and Training in Autism and Developmental Disabilities, 116–123.
Kellum, K. K., Carr, J. E., & Dozier, C. L. (2001). Response-card instruction and student learning in a college classroom. Teaching of Psychology, 28(2), 101–104. https://doi.org/10.1207/S15328023TOP2802_06
Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32(3), 421–444. https://doi.org/10.1353/etc.0.0066
Malanga, P. R., & Sweeney, W. J. (2008). Increasing active student responding in a university applied behavior analysis course: The effect of daily assessment and response cards on end of week quiz scores. Journal of Behavioral Education, 17, 187–199. https://doi.org/10.1007/s108864-007-9056-8
Marmolejo, E. K., Wilder, D. A., & Bradley, L. (2004). A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course. Journal of Applied Behavior Analysis, 37(3), 405–410. https://doi.org/10.1901/jaba.2004.37-405
Article PubMed PubMed Central Google Scholar
Marsh, R. J., Cumming, T. M., Randolph, J. J., & Michaels, S. (2023). Updated meta-analysis of the research on response cards. Journal of Behavioral Education, 1–24. https://doi.org/10.1007/s10864-021-09463-0
Munn, Z., Peters, M. D. J., Stem, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic review or scoping review approach. BMC Medical Research Methodology, 18, 1–7. https://doi.org/10.1186/s12874-018-0611-x
Musti-Rao, S., Kroeger, S. D., & Schumacher-Dyke, K. (2008). Using guided notes and response cards at the postsecondary level. Teacher Education and Special Education, 31(3), 149–163. https://doi.org/10.1177/0888406408330630
Owiny, R. L., Spriggs, A. D., Sartini, E. C., & Mills, J. R. (2018). Evaluating response cards as evidence based. Preventing School Failure: Alternative Education for Children and Youth, 62(2), 59–72. https://doi.org/10.1080/10459988X.2017.1344953
Page, M. J., McKenzie, J. E., Bossuyt, P., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S.…Mohur, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 371(71), 1–9. https://doi.org/10.1136/bmj.n71
Rakap, S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11–33. https://doi.org/10.1111/1467-8578.12091
Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113–128. https://doi.org/10.1177/10983007070090020201
Ruiz-Olivares, R., & Mesa, M. (2023). The effect of review questions and response cards on increases in active, accurate responses by Spanish university students. Psychology Learning & Teaching, 22(2), 179–194. https://doi.org/10.1177/1475257723117621
Schnorr, C. I., Freeman-Green, S., & Test, D. W. (2016). Response cards as a strategy for increasing opportunities to respond: An examination of the evidence. Remedial and Special Education, 37(1), 41–54. https://doi.org/10.1177/0741932515575614
Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33. https://doi.org/10.1177/074193258700800206
Scruggs, T. E., & Mastropieri, M. A. (2013). PND at 25: Past, present, and future trends in summarizing single-subject research. Remedial and Special Education, 34(1), 9–19. https://doi.org/10.1177/0741932512440730
Shabani, D. B., & Carr, J. E. (2004). An evaluation of response cards as an adjunct to standard instruction in university classrooms: A systematic replication and extension. North American Journal of Psychology, 6(1), 85–100. https://doi.org/10.1177/0741932515575614
Twyman, J. S., & Heward, W. L. (2018). How to improve student learning in every classroom now. International Journal of Educational Research, 87(1), 78–90. https://doi.org/10.1016/j.ijer.2016.05.007
Wolery, M., Gast, D. L., & Hammond, D. (2010). Comparative intervention designs. In D. L. Gast (Ed.), Single subject research methodology in behavioral sciences (pp. 329–381). Taylor & Francis.
Zayac, R. M., Ratkos, T., Frieder, J. E., & Paulk, A. (2016). A comparison of active student responding modalities in a general psychology course. Teaching of Psychology, 43(1), 43–47. https://doi.org/10.1177/0098628315620879
Comments (0)