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Using Active Responding to Reduce Disruptive Behavior in a General Education Classroom

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Cited by

2009Using Opportunities to Respond in a General Education Classroom: A Case Study119 cited
2009A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors115 cited
2007Meta-Analysis of the Research on Response Cards109 cited
2003The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-Task Behavior During Whole-Class, Math Instruction109 cited
2011Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies103 cited
2004Improving Classroom Behavior by Modifying Task Difficulty90 cited
2018Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies.

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67 cited

2019Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review61 cited

2003The Effects of Three Techniques on Student Participation with Preschool Children with Attending Problems51 cited

2007The Effects of Response Cards on Active Participation and Social Behavior of Students with Moderate and Severe Disabilities50 cited

2010Effects of Response Cards on Performance and Participation in Social Studies for Middle School Students with Emotional and Behavioral Disorders46 cited

2011A Program for At-Risk High School Students Informed by Evolutionary Science45 cited

2002A Collaborative Research Project to improve the Academic Performance of a Diverse Sixth Grade Science Class44 cited

2011The Effects of Two Types of Teacher Questioning on Teacher Behavior and Student Performance: A Case Study40 cited

2007Peer-Mediated Teaching and Students With Learning Disabilities39 cited

2009THE EFFECTS OF RESPONSE CARDS ON STUDENT AND TEACHER BEHAVIOR DURING VOCABULARY INSTRUCTION37 cited