THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES

Author

Meredith Davis, University of KentuckyFollow

Date Available

5-7-2020

Year of Publication

2020

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Melinda Ault

Abstract

The purpose of the study was to investigate how both hand-raising and digital response cards effect student engagement, on-task behavior, and off-task behavior. Academic achievement was also assessed using a high-tech student responses system. An ABAB withdrawal design was used to evaluate the effects among high school students with mild to moderate disabilities during reading lessons. The results showed digital response cards increased active engagement for all participants, but digital response card conditions did not show increased levels of on-task behavior.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2020.128

Recommended Citation

Davis, Meredith, "THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES" (2020). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 87.
https://uknowledge.uky.edu/edsrc_etds/87