Integrating Schema-based Instruction and Response Cards for Students with Learning Disabilities and Challenging Behaviors

Berrong A. , Schuster J. W. , Morse T. E. , & Collins B. C. (2007). The effects of response cards on active participation and social behavior of students with moderate and severe disabilities. Journal of Developmental & Physical Disabilities, 19, 187–199, doi:10.1007/s10882-007-9047-7

Carpenter T. P. , & Moser J. M. (1984). The acquisition of addition and subtraction concepts in grades one through three. Journal for Research in Mathematics Education, 15, 179–202, doi:10.2307/748348

Chen Z. (1999). Schema induction in children'555s analogical problem solving. Journal of Educational Psychology, 91, 703–715, doi:10.1037/0022-0663.91.4.703

Christle C. A. , & Schuster J. W. (2003). The effects of using response cards on student participation, academic achievement, and on-task behavior during whole-class, math instruction. Journal of Behavioral Education, 12, 147–165.

Davis L. L. , & O'Neill R. E. (2004). Use of response cards with a group of students with learning disabilities including those for whom English is a second language. Journal of Applied Behavior Analysis, 37, 219–222.

Gardner R. , Heward W. L. , & Grossi T. A. (1994). Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. Journal of Applied Behavior Analysis, 27, 63–71, doi:10.1901/jaba.1994.27–63

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, 200–213.

Hodge J. , Riccomini P. J. , Buford R. , & Herbst M. H. (2006). A review of instructional interventions in mathematics for students with emotional and behavioral disorders. Behavioral Disorders, 31, 297–311.

Individuals With Disabilities Education Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

Jitendra A. K. , Griffin C. C. , Deatline-Buchman A. , & Sczesniak E. (2007). Mathematical word problem solving in third-grade classrooms. Journal of Educational Research, 100, 283–302.

Jitendra A. K. , Griffin C. C. , McGoey K. , Gardill M. , Bhat P. , & Riley T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. Journal of Educational Research, 91, 345–355, doi:10.1080/00220679809597564

Lambert M. , Cartledge G. , Heward W. L. , & Lo Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8, 88–99.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. http://standards.nctm.org (Accessed October 22, 2011).

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).

Templeton T. , Neel R. S. , & Blood E. (2008). Meta-analysis of math interventions for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 16, 226–239.

Xin Y. , Jitendra A. K. , & Deatline-Buchman A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. Journal of Special Education, 39, 181–192.