Comparing Numbered Heads Together with and without Peer-Led Opportunities to Respond: A Case Study

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL

Education and Treatment of Children Pub Date : 2019-04-11 DOI:10.1353/ETC.2019.0012

Todd Haydon, Carla Schmidt, Amanda Buncher, Christina R. Carnahan

引用次数: 5

Abstract

Abstract:The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a post-secondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads Together condition with peer-led opportunities to respond. Student satisfaction ratings suggested that Heads Together with peer-led opportunities to respond was a preferred strategy to Heads Together alone. A discussion of study limitations, implications, and future research directions is included.

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比较有和没有同伴引导的回应机会的数字头脑：一个案例研究

摘要：当前的案例研究比较了在中学后课堂管理课上，有和没有同伴引导的回应机会的情况下，“数字头脑”策略的效果。结果表明，患有高功能自闭症的学生在Heads Together条件下的任务行为间隔时间和每周测验得分比例较高，有同伴引导的反应机会。学生满意度评分表明，与单独的Heads Together相比，Heads Torther与同伴引导的回应机会是一种首选策略。讨论了研究的局限性、意义和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.