Consultants and Coteachers Affecting Student Outcomes with Numbered Heads Together: Keeping All Engaged

ABSTRACT

General education teachers, special education teachers, social workers, psychologists, and a myriad of specialists are responsible for delivering content to all students within inclusive environments. These educational teams continue to search for strategies that can be recommended or used in an inclusive environment. Researchers have discovered that an instructional strategy such as Numbered Heads Together (NHT) increases both academic and behavioral outcomes for students with and without disabilities. This article provides consultants, Response to Intervention (RtI) team members, and coteaching teams with a specific strategy of NHT that can be used by two or more professionals to develop lessons or deliver instruction using a coteaching or consultant approach with both professionals (consultant and general education teacher) assessing learner outcomes after the completion of the activity.

Additional information

Notes on contributors

William C. Hunter

William Hunter, EdD, is an assistant professor of Special Education in the College of Education at the University of Memphis and also serves as the Co-Investigator within the Western Tennessee Response to Intervention Behavior Project. His research interests include peer mediated interventions, co-teaching, and classroom level positive behavior intervention supports.

Lisa A. Dieker

Lisa Dieker, PhD, is a Pegasus Professor and Lockheed Martin Eminent Scholar in the College of Education and Human Performance at the University of Central Florida. Her research interests include collaboration between general and special education, inclusion, co-teaching, STEM education, and virtual simulation in teacher education.

Todd Whitney

Todd Whitney, PhD, is an assistant professor of Special Education in the Annsley Frazier Thornton School of Education at Bellarmine University. His research areas of interest include evidence-based academic and behavioral interventions for students with disabilities and the effective use of evidence-based instructional practices.

Note: The authors report that, to the best of their knowledge, neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.