The Effects of Active Student Response Strategies on the Quiz Scores of Students Enrolled in a University Special Education Methods Course

Fifteen undergraduate and graduate students in a special education teacher preparation program participated in an alternating treatments design evaluation of the differential effects of response cards, guided notes, and traditional lecture on rate and accuracy of quiz scores. Data were collected on the rate of response, overall accuracy, one and two week maintenance of content, and social validity criteria. Preliminary results indicate that response rate and accuracy improved with the response cards and guided notes. There were additional benefits for maintenance of content. Recommendations for implementation are discussed.