A student response system increased response rates but showed no functional relation for on-task behavior or academic achievement¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Blood (2010) found increased student response rates during SRS use, but no functional relation for on-task behavior or quiz/test achievement. → MacSuga-Gage 2015

Evidence¶

MacSuga-Gage 2015¶

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature. Education and Treatment of Children, 38(2), 211-240. https://eric.ed.gov/?id=EJ1070193

q2 · i? · review · r2

Blood (2010), ABABC single-subject design with five high-school special-education students; the review reports response-rate increases during SRS but "no functional relation was detected" for on-task behavior or achievement. Equivalence was not tested.

"Although authors note increases in response rates for students during the use of SRS, no functional relation was detected for student on-task behavior or academic achievement (as measured by daily quizzes or end-of-phase test scores)."

Discussion¶

Related Claims¶

• Response cards markedly increase student responding and quiz scores compared with hand raising — related
• Response cards improve academic achievement and student responding compared with traditional hand raising — related