PPC734 1

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Fresno Pacific University *

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Health Science

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Apr 3, 2024

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1.2 Intervention Critique Chapter 4: Interventions to Improve Academic Performance Response cards are an intervention used to help students learn material and retain it. In this process students write short answers on laminated boards in response to their teacher’s questions during the instructional period. The goal with this intervention is to enhance their participation rates and on task behavior with the ultimate goal of academic achievement. Indications that the intervention is needed: Students who are low performing, students who struggle with retaining knowledge, students who suffer from attention deficit disorders such as ADHD, or ADD, or for students who are English learners. What support services are needed to conduct this intervention? Support services could include materials for the intervention such as a watch, a weekly quiz, white laminated boards to write on, dry erase markers, 3x5 cards with preprinted responses, support from a teacher or paraprofessional to provide special education services in the classroom setting for students with an IEP or 504 plan. Do you think this intervention will be effective? If so, at what grade levels? I believe response cards can be effective in promoting student engagement, providing immediate feedback, and encouraging active participation in learning. They can be particularly beneficial for younger students, such as those in elementary school, as they can make learning more interactive and fun. However, response cards can also be effective for older students, including those in middle school and high school. These students may benefit from the immediate feedback and increased
participation that response cards can provide, which can help improve their understanding and retention of the material they are learning. Defend your critique using the criteria in Chapter One This intervention technique has been documented for its effectiveness and has been analyzed using meta-analysis, it is consistent with an ecological perspective which focuses on the student’s internal deficits, and is minimally intrusive to the classroom learning environment. This intervention is in alignment with the function of the problem (in this case, students with low performance or disabilities) and also places an emphasis on a proactive approach to the problem. The use of response cards is capable of classwide application, is easily taught, and can be utilized by using regular classroom resources and can be evaluated by reliable methods. Research on this particular intervention indicates that response cards can “ increase the frequency and accuracy of student responding during whole-class instruction ” ( Munro, D. W., & Stephenson, J. 2009).
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