Applying High Leverage Practices to Increase Active Engagement and On-task Behavior of Students with Intellectual Disabilities during Literacy Activities

Channon K. Horn, Kera B. Ackerman, Elena J. Hitch

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The high leverage practices of promoting active student engagement and using assistive and instructional technology can be implemented simultaneously in resource settings. The purpose of the study was to compare two commonly used methods of engagement, hand-raising and digital response cards, to determine their effect on students’ active engagement, on-task behavior, and reading comprehension. An ABAB design was used to evaluate the effects among high school students with intellectual disabilities during reading lessons. The results indicated there was a positive correlation associated with digital response cards on the level of active engagement, on-task behavior and skill acquisition as evidenced by whole group means.

Original languageEnglish
Pages (from-to)363-371
Number of pages9
JournalJournal of Special Education Technology
Volume37
Issue number3
DOIs
StatePublished - Sep 2022

Bibliographical note

Publisher Copyright:
© The Author(s) 2021.

Keywords

  • active engagement
  • digital response cards
  • high school
  • intellectual disability
  • reading

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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