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ABSTRACT
Increased accountability for quality instruction leading to higher achievement for all students has made it essential for identification and implementation of evidence-based practices. The Council for Exceptional Children's development of quality indicators (QI) has provided measures for researchers to apply to a body of literature to determine if a strategy or intervention meets criteria to be considered evidence based. This literature review expands and updates previous findings from research on response cards against specific QI to determine the evidence base for use during classroom instruction in educational contexts. The results of the review suggest response cards meet the specifications of an evidence-based practice for increasing active responding. Findings for potentially increasing achievement levels for students while having a positive impact on social behaviors is discussed.
Additional information
Notes on contributors
Ruby L. Owiny
Ruby L. Owiny is an assistant professor at Trinity International University. Her current research interests are inclusive practices, including universal design for learning, co-teaching, and evidence-based practice.
Amy D. Spriggs
Amy D. Spriggs is an assistant professor at the University of Kentucky. Her current research interests are self-instruction, instructional technology, and evaluating evidence of current instructional practices.
Emily C. Sartini
Emily Sartini is a teacher with Fayette County Public Schools. Her current research interests are autism spectrum disorder and systematic instruction.
Jeremy R. Mills
Jeremy R. Mills is an assistant professor at Wright State University. His current research interests are student engagement, developmental dyslexia, and the use of technology for students with high-incidence disabilities.