Abstract
ABSTRACTIncreased accountability for quality instruction leading to higher achievement for all students has made it essential for identification and implementation of evidence-based practices. The Council for Exceptional Children's development of quality indicators (QI) has provided measures for researchers to apply to a body of literature to determine if a strategy or intervention meets criteria to be considered evidence based. This literature review expands and updates previous findings from research on response cards against specific QI to determine the evidence base for use during classroom instruction in educational contexts. The results of the review suggest response cards meet the specifications of an evidence-based practice for increasing active responding. Findings for potentially increasing achievement levels for students while having a positive impact on social behaviors is discussed.
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