Choral Responding. Can be used with any curriculum content that meets three criteria. Each question.. 1. has only one correct answer.

Transcription

1 Choral Responding Can be used with any curriculum content that meets three criteria. Each question.. 1. has only one correct answer. 2. can be answered with a brief response. 3. is suitable for lively-paced presentation.

2 The recommendation to conduct choral responding at a lively pace is supported by research showing that when teachers present items to students with short intertrial intervals (e.g., 1-2 sec), students.. emit many more responses compared to lessons with longer intertrial intervals (e.g., 5 sec) respond with higher accuracy engage in less off-task, self-stimulatory, and disruptive behavior Carnine, D. W. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9,

3 Choral responding & students with autism Cihak, D., Alberto, P. A., Taber-Doughty, T., & Gama, R. I. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21, Flores, M. M., & Ganz, J. B. (2009). Effects of direct instruction on the reading comprehension of students with autism and developmental disabilities. Education and Training in Developmental Disabilities, 44, Kamps, D. M., Dugan, E. P., Leonard, B. R., & Doust, P. M. (1994). Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. American Journal on Mental Retardation, 99,

4 Preparing students with ASD for group instruction Skills needed hand raising signals response formats turn taking unison responding

5 Video courtesy Haugland Learning Center, Columbus, OH

6 How To Do It: Choral Responding Good Noise! Using Choral Responding to Improve the Effectiveness of Group Instruction

7 Response Cards Cards, signs, or other items all students in the class hold up simultaneously to display their responses to questions or problems presented by the teacher.

8 Two Basic Kinds Pre-printed Response Cards - Students select from a set of choices the card with the answer they wish to display. Write-on Response Cards - Students mark or write their answers on blank cards that are erased between learning trials.

9 Write-on Response Cards

10 Researchers comparing RC to having individual students respond have reported that RC result in.. many more responses by students during the lesson higher quiz/test scores reductions in off-task or disruptive behavior student preference for RC Lambert, M. C., Cartledge, G., Lo, Y., & Heward, W. L. (2006). Effects of response cards on disruptive behavior and participation by fourth-grade students during math lessons in an urban school. Journal of Positive Behavioral Interventions, 8,

11 RC & students with ASD and other disabilities Horn, C., Shuster, J. W., & Collins, B. C. (2006). Use of response cards to teach telling time to students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 41, George, C. L. (2010). Effects of response cards on performance and participation in social studies for middle school students with emotional and behavioral disorders. Behavioral Disorders, 35, Horn, C. (2010). Response cards: An effective intervention for students with disabilities. Education and Training in Autism and Developmental Disabilities, 45, Skibo, H., Mims, P., & Spooner, F. (2011). Teaching number identification to students with severe disabilities using response cards. Education and Training in Autism and Developmental Disabilities, 46,

12 How To Do It: Response Cards Everyone Participates in This Class: Using Response Cards to Increase Active Student Response How to Get Your Own Set of Write-On Response Cards Designing a Lesson that Uses Choral Responding and/or Response Cards

13 Complete Assigned Tasks Independently

14 The MotivAider provides a gentle vibrating signal at regular or variable intervals programmed by the user. (Photo 2005, Behavioral Dynamics, Inc.)

15 Self-monitoring by students with autism Koegel, L., Koegel, R., Hurley, C., & Frea, W. (1992). Improving social skills and disruptive behavior in children with autism through selfmanagement. Journal of Applied Behavior Analysis, 25, Newman, B., Reinecke, D. R., & Deborah L. Meinberg, D. L. (2000). Selfmanagement of varied responding in three students with autism. Behavioral Interventions, 15, Lee, S-H, Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for Students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22, Boccuzzi Legge, D., DeBar, R. M., & Sheila R. Alber-Morgan, S. R. (2010). The effects of self-monitoring with a MotivAider on the on-task behavior of fifth and sixth Graders with autism and other disabilities. Journal of Behavior Assessment and Intervention in Children, 1(1), Holifield, C., Goodman, J., Hazelkorn, M., & Heflin, L. J. (2010). Using selfmonitoring to increase attending to task and academic accuracy in children with autism. Focus on Autism and Other Developmental Disabilities, 25, Southall, C. M., & Gast, D. L. (2011). Self-management procedures: A comparison across the autism spectrum. Education and Training in Autism and Developmental Disabilities, 46(2),

16 Form used by elementary students to self-monitor followed directions during independent seat work. (Lo, 2003)

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18 How To Do It: Self-Monitoring

19 Interact with Peers Appropriately

20 Collaborative Learning Groups Putting students in groups to work together on learning tasks can be effective. Cooperative learning groups often fail because: unclear expectations for students few active student responses (ASR) directly related to targeted learning outcomes no systematic consequences for group members for participating and/or producing a product too much down time and off-task behavior

21 Classwide Peer Tutoring

22 Four Evidence-Based CWPT Models* Juniper Gardens Children s Center - University of Kansas (Greenwood, Delquadri, & Carta, 1997) Peer Assisted Learning Strategies (Pals) - Vanderbilt University (Fuchs, Fuchs, Mathes, & Simmons, 1996) Classwide Student Tutoring Teams - SUNY at Fredonia (Maheady, Sacca, & Harper, 1987) The OSU CWPT Model - The Ohio State University (Heward, Heron, & Cooke, 1982). * Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading and Writing Quarterly, 22,

23 Common Elements of CWPT Clearly defined learning objectives Individualized content/items. High rates of active student responding (ASR) Praise for correct responses Systematic error correction Direct and frequent measurement of student performance

24 CWPT: The OSU Model Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward by Merrill/Pearson Education.

25 How To Do It: Peer Tutoring Handout

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27 To learn more about... ABA ABA in Education Applied Behavior Analysis, 2nd ed. Cooper, Heron, & Heward (2007) Focus on Behavior Analysis in Education Heward, Heron, Neef et al. (2005)

28 More information about evidence-based practices in special education... Heward, W. L. (2013). Exceptional Children: An Introduction to Special Education (10th ed.). Upper Saddle River, NJ: Pearson Education.

29 Thank you! Questions and requests for more info may be ed to: