School-Based Intervention Idea from


Math Instruction: Increase Student Engagement and Improve Group Behaviors With Response Cards  (Armendariz & Umbreit, 1999; Lambert, Cartledge, Heward & Lo, 2006)

Response cards can increase student active engagement in group math activities while reducing disruptive behavior.

In the group-response technique, all students in the classroom are supplied with an erasable tablet (‘response card’), such as a chalk slate or laminated white board with erasable marker. The teacher instructs at a brisk pace. The instructor first poses a question to the class. Students are given sufficient wait time for each to write a response on his or her response card. The teacher then directs students to present their cards. If most or all of the class has the correct answer, the teacher praises the group. If more than one quarter of the students records an incorrect answer on their cards, however, the teacher uses guided questions and demonstration to steer students to the correct answer.


Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152-158.

Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99.

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