Comparing choral responding and a choral responding plus mnemonic device during geography lessons for students with mild to moderate disabilities

SMC Author

Peter J. Alter

SMC Affiliated Work

1

Status

Faculty

School

Kalmanovitz School of Education

Department

Teacher Education

Document Type

Article

Publication Date

2017

Publication / Conference / Sponsorship

Education and Treatment of Children

Description/Abstract

Four male 9th-grade students with mild to moderate disabilities participated in a single case design that compared choral responding (CR) and a choral responding plus mnemonic device (CR+) during geography lessons. The authors used an alternating treatments design to evaluate the effects of the two strategies on students’ on-task behavior and daily quiz scores in identifying states on a map of the United States. The results showed that the CR+ was more effective than CR in increasing on-task behavior and accuracy levels on daily quiz scores, as well as performance on a 1-week delayed recall test. The teacher and students rated the CR+ as highly acceptable. A discussion of limitations, future research, and practical implications is included.

Keywords

choral responding, mild to moderate disabilities, mnemonic device, on-task behavior

Scholarly

yes

Peer Reviewed

1

DOI

10.1353/etc.2017.0005

Volume

40

Issue

1

First Page

70

Last Page

95

Disciplines

Education | Teacher Education and Professional Development

Original Citation

Haydon, T., Must-Rao, S. & Alter, P.J., “Comparing choral responding and a choral responding plus mnemonic device during geography lessons for students with mild to moderate disabilities.” Education and Treatment of Children 40(1), 77-95. 2017. doi: 10.1353/etc.2017.0005.

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