ACTIVE STUDENT RESPONDING: Getting the Most Out of Group Instruction Margery K. Lerner, M.A., BCBA SEEM Collaborative Blueprint for Educational Excellence National Institute April 15, 2011

What is active student responding? “Active Student Responding requires students to _________________________ in other ways that reveal understanding of ________in each step of the instruction.” Vargus 2009 (p. 189) “Active responses are those that are___________ ____________and that include error correction responses as well (Barbetta, Heron, & Heward, 1993) “Active student responding occurs each time a student makes a _________________________ _________” Heward 2009 answer questions or respond content observable and countable detectable response to ongoing instruction

Active STUDENT RESPONSES The basic measure of ASR is_____,_____, _________of responses The more the student________, the more likely they will _____ _______behavior is not the same as active student responding Increasing on-task or _________behavior does not necessarily increase________ count tally frequency responds learn On task attending learning

What’s so important about ASR? When a student is attending, we do not know if they are ______ ________- the only way we know is if they make a ________to what they have_____________. Children (particularly those with autism) must be involved in active learning involving consistent, repeated ______________ ________to stimuli and to respond, in turn, to the corresponding consequences Taylor, 2004, Green 1996. Maximizes________________– number of responses versus time spent in an activity More opportunities to respond and get_________, the ______ children will learn. actually learning response seen or heard opportunities to respond instructional time feedback faster

Is this active student responding? Reading out loud _____ Whole body listening _____ Doing math calculations _____ Listening to a story _____ Answering comprehension questions _____ Watching a video _____ YES NO YES NO YES NO

Benefits of ASR More ________responding, improved _____ ______ Faster acquisition of___________ Increases _______behavior (Narayan et al 1990, Carnine 1976) _________________behavior (Lambert, Carledge, Heward, and Lo 2006) accurate test scores information on task Lambert et al compared single student responding to response cards. Kids said things like “it (response cards) was quicker than everybody yelling, “you don’t have to keep raising your hand and not get called on” Carnine’s study examined teacher presentation rates within a Direct Instruction format. Fast rate presentation decreased off task behavior, increased accurate responding, and increased participation. Reduces disruptive

Types of ASR _______responding _________cards Peer ________or peer ______ ____________or fill-in sheets Choral Response tutoring pairs Guided notes

Choral responding An integral component of the _______________model Particularly useful for _______material math facts states and capitals rules Use ______________________ Provide feedback for the ________response ____________ pace of instruction Part of the _______ Reading program – sound drills Use in transitions – reciting _____ for walking in halls, etc. Students typically enjoy this! Direct Instruction factual signal to begin and end majority Fast, lively Wilson rules

More on choral responding

Let’s watch!

Peer Tutoring By definition it _________the rate of task presentation, and _________for correct responses as well as immediate error correction Can be done with typical peers or pairing a typical peer with a non-typical peer. Can use__________, worksheets, or reading to increase_________________. __________activities can include having kids match units of measurement to each other, words to parts of speech increases feedback flashcards fluency and accuracy Peer pairs

Peer Tutoring Kamps et a. 1994 used a classroom wide tutoring program with typical students and 3 high functioning ASD students. Their results showed an increase in reading _______and increased reading comprehension for ___students as well as increased duration of _______________between the student with ASD and their peer following the tutoring session. Greenwood et al. 1984 – peer tutoring resulted in greater _______of academic responses as well as much better test scores than ________________instruction. There was twice as much ____________in the tutoring condition than in teacher condition fluency all social interaction variety teacher directed responding

Response Cards Cards, signs, or items which are simultaneously ________by all students to display their ______________________ _______ presented by the teacher. Can be _________or ______(write on). held up response to a question or problem pre-made blank

Advantages of response cards Student does not have to be ______(as with choral responding) _____to use They can be a _________________ Allows for ____________of student’s response more easily Students can learn by ______________ Affords many more learning opportunities than ____ _______as each student responds each time verbal Easy permanent product assessment watching others hand raising

Comparison to the one student at a time approach Each student gets to respond at each ___________ Keeps the student _________all the time May reduce __________________behaviors over not being _________ when they know the answer Allows teacher to see _______students are making Students report that it is much more ____than traditional instruction. opportunity engaged frustration/disruptive called on errors fun

Types of response cards __________on cards Other variations Preprinted Blank/write

Preprinted cards Two sided cards on ______- good for two possible answers (e.g. true or false, odd or even, noun or verb, etc. “Pinch cards” – each card has several options listed horizontally. The student uses either a_________, clothes pin, or their ______to indicate their answer sticks Provide examples of each paper clip finger

Blank cards Can use pieces of ___________with dry markers and socks as erasers. Children write their answers on their cards and hold them up on the cue of “_______”. Very often used in _____instruction, but also for language arts and other subjects. Students must be able to ______in some fashion to use this option. white board cards up math write

Other options Use individual felt boards with felt pieces to teach _________________–e.g. have students put the dog on top of the house, put the tree behind the house, etc. Give each student their own ________with icons that they can velcro on when doing calendar activities, attendance, etc. as opposed to just one student getting to put up the items on the class calendar. Constructed ________– give each student letter tiles. They have to manipulate their tiles to spell the dictated word. directional concepts calendar spelling

Other ideas? How would you adapt a group activity to increase ASR?

Guided notes Originally used with ________________ students in _______school Teachers noted that they also helped regular ed. Students Advantages are that the student is directed via the guided note handout to _________ _________________________ Reduces the amount of __________the student is required to do. learning disabled middle recognize what information is important note taking

References Handouts: Heward et. al. Article: Everybody Participates in This class References & Resources- From Heward’s Presentation at Simmons College 11/5/09 Additional list of selected articles not cited by Heward