Keeping Students Engaged: Active Student Responding
How can we increase student motivation, buy-in, and responsibility for their own learning — and still keep them engaged? According to studies, active student responding can increase student success and allows students to become more engaged in their own learning as active participants.
The idea behind active student responding is that students become responsible for their own learning by participating in activities on all levels — all students are equal participants in the learning activities, rather than just the student who is called on or raises his or her hand. This technique has been shown to be successful with students with disabilities as well as typical students (Lerner, 2011). Instructors are encouraged to be creative in thinking of ways to facilitate student participation and ownership of their learning. In addition to the actual techniques involved in active student responding, instructors should be familiar with the benefits of this teaching method and how this strategy increases learning and decreases problematic behavior.
This 2-hour webcast provides a review of theory, practice, and methodology designed for teachers, paraprofessionals, BCaBAs and BCBAs working with persons with autism and/or supervising direct treatment staff, and other professionals working with adolescents and/or adults with autism and related disorders.
Learning objectives:
Upon completion, participants will:
- Understand active student responding and how this technique enhances student learning.
- Identify ways to use active student responding in an educational or learning setting.
- Understand how to utilize active student responses with students both with and without disabilities.
- Understand how active student responding can be used to lower rates of problem behavior in a group setting.
Continuing education:
BCBA CEUs: 2-BACB General
TIMELINE: This course, on its own has a license for active use for 30-days unless it is purchased as part of a bundle/library.
NOTE: CEs claimed on any training completed can only be claimed once. If you repeat training you’ve already claimed CEs on, you won’t be able to claim the CEs again. Please ensure you have not already completed and claimed the CEs for the training module before purchase. Want unlimited training? Get All Access training HERE. For cancellations and refunds, please see our return policy.
MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
Continuing Education Credits
Meet the Presenters
Miranda Schehr is the Clinic Transition Director of Step by Step Academy. As a clinic transition director she directs the treatment plans of multiple clients through management, training and supervision of clinical staff. Before her involvement with SBSA she worked as an Intervention Specialist in Applied Behavioral Services, where she was responsible in the implementation of treatment of multiple clients and their families through teaching and training in the classroom and home environments.
She earned her Bachelor of Science in Mild-Moderate Special Education at Xavier University, Cincinnati, OH, completed a graduate coursework in Behavior Analysis in the University of North Texas, Denton TX; and she is anticipating the completion of her Masters of Education in Cognitive and Behavioral Disabilities in August 2012.
Michele LaMarche is the co-founder of Special Learning, Inc. She is also the founder and Executive Director of Step By Step Academy (SBSA), a centre-based non-profit autism treatment centre in Columbus, Ohio. Ms. LaMarche has worked in the field of Applied Behavior Analysis for more than fifteen years, and she develops the ABA curricula used in SBSA's programs.