A comparison of the effects of response cards versus traditional lecture on quiz performance of behavior interventionists in an agency setting
An alternating treatment design was used to evaluate the effects of response cards on quiz performance of new interventionists. Five participants (ages 23-37) with bachelor and master degrees in psychology, sociology and education participated in the study. A coin flip determined the condition (response cards [RC] or traditional lecture [TL]), and participants were informed of the condition at the beginning of session. Participants took an identical pre- and post-quiz every session. In RC, participants presented answers on a board to the trainer in unison. In TL, participants raised hand to answer questions. In both conditions, praise or feedback was provided depending on correct or incorrect answers. Results indicated that both methods produced higher levels of post-quiz performance. No functional relation was obtained between the two conditions. However, response cards produced more 90% and above scores. Moreover, participants preferred RC to TL.