Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities
Abstract
Previous research has demonstrated that Numbered Heads Together, a cooperative learning strategy, is more effective than traditional teacher-led instruction in academic areas such as social studies and science. The current study compared the effects of two types of Numbered Heads Together strategies with a baseline condition during 7th grade language arts lessons. Results indicated that three students with various disabilities had higher percent intervals of on-task behavior and daily quiz scores during either Heads Together condition. Teacher satisfaction ratings suggested that Heads Together was easy to implement, and all three students preferred this strategy to baseline instruction. A discussion of study limitations, implications, and future research directions is included. © 2010 Springer Science+Business Media, LLC.
Publication Title
Journal of Behavioral Education
Recommended Citation
Haydon, T., Maheady, L., & Hunter, W. (2010). Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities. Journal of Behavioral Education, 19 (3), 222-238. https://doi.org/10.1007/s10864-010-9108-3
