Using Response Cards to Increase Active Responding During Zoom Instruction in Students With Disability in a Postsecondary Classroom.

Inclusive Postsecondary Education programs are designed to provide students with disabilities the opportunity to seek postsecondary education while receiving explicit instruction and support in social and emotional, independent living, and vocational skills. While students enroll in college classes, there is little research available for how to support student learning in postsecondary education classrooms. This study is designed to extend research on response card interventions to students with intellectual and developmental disabilities enrolled in a postsecondary education program. In this study, the response card intervention involved students writing their response to a multiple‐choice review question on a piece of paper. When prompted by the class instructor, students held up their responses. Immediate feedback was given regarding the correct response. A withdrawal design was used to evaluate the effects of the response card intervention on the number of active responses students made during an in‐class review session of the material taught in that day's class. Visual analysis of data suggests the response card intervention resulted in immediate, consistent, and meaningful increases in active responding. The discussion focuses on applied implications, limitations, and future research. Summary: Postsecondary students with disabilities often receive traditional class wide instruction.Prompting students with disabilities to respond to their instructor's questions during this instruction may enhance their attention and learning.The current study showed how response cards can be used to increase students with disabilities' response rates when their instructor presented online. [ABSTRACT FROM AUTHOR]