Many teachers state that disruptive behavior in their classroom is one of their main challenges, and it often results in a loss of instructional time. Teachers also have difficulty in providing opportunities for their students to be actively engaged in their own learning. This study used an ABAB reversal design to investigate the effects of preprinted response cards on students’ participation and disruptive behavior in a fourth-grade inclusive elementary classroom during language arts instruction. The findings of this study showed that the use of preprinted response cards resulted in increased participation for all five target students. Limitations of the study, areas for future research to investigate, and implications for practice are discussed.
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Conflict of interest
The author declares that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study. Student participants completed assent forms in class with teacher assistance in reading through the form, in addition to providing clarification as needed. Because participants were minors, parental consent for each participant was also obtained. Pseudonyms were used throughout the manuscript to protect the identity of individual participants included in the study.
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Goodnight, C.I., Whitley, K.G. & Brophy-Dick, A.A. Effects of Response Cards on Fourth-Grade Students’ Participation and Disruptive Behavior During Language Arts Lessons in an Inclusive Elementary Classroom. J Behav Educ 30, 92–111 (2021). https://doi.org/10.1007/s10864-019-09357-2
- Response cards
- Disruptive behavior
- Language arts instruction