Students' class participation can be increased by having each child display a response to each of the teacher's questions. Suggestions are given for evaluating and using pre-printed response cards and write-on response cards. Evidence for the effectiveness of response cards in increasing learning and on-task behavior is offered. (DB)

Observation of the different instructional grouping arrangements used with mildly handicapped students revealed that the different arrangements produced diverse student responses, such as higher participation during individual instruction, compared with entire- and small-group instruction in mainstream or special education classes. (Author/CB)

Two students (ages 10-11) with learning disabilities exhibited improved on-task behavior and academic performance during self-monitoring procedures, with additional increases resulting from self-graphing procedures. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and…