Effects of Response Cards on Students with Autism Spectrum Disorder or Intellectual Disability

Abstract

Research has shown that response cards (RC) enhance academic performance of low achieving students with mild to moderate disabilities. Learners with autism spectrum disorder (ASD) and intellectual disability (ID) often have difficulties with communication, which limit their participation in group lessons and limit their access to the general education curriculum. RC are potentially advantageous for students with ASD and ID as they enable students with communication difficulties and low levels of active responding to more fully participate during group lessons. Yet, there is limited research on the effects of RC with these children. This study evaluated effects of teacher-implemented, preprinted RC on participation and correct responding of two students with ASD and one student with ID during group instruction. RC produced large increases in students’ participation and large increases in students’ correct responding compared to traditional hand raising. These findings extend previous research supporting the benefits of RC to students with ASD and ID in accessing the general education curriculum.