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.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 77-95
Launched on MUSE
2017-03-18
Open Access
No
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