Effects of Response Cards on Disruptive Behavior and Academic Responding During Math Lessons by Fourth-Grade Urban Students

By M. C. Lambert, G. Cartledge, W. L. Heward, Ya-yu Lo. 2006

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0dcd439f76e3b87a20817845346d34293d4d17d6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. W. Shadish
2. D. Rindskopf
3. L. Hedges
4. J. Smith
5. Elizabeth Tipton
6. Steve Graham
7. K. Harris
8. Daniel M. Maggin

In Education

1. W. Shadish
2. L. Hedges
3. S. Konstantopoulos

In Social Psychology

1. W. Shadish
2. L. Hedges
3. Paul T. von Hippel
4. M. Kraft
5. Nicolas Barreto
6. M. Hogg
7. Suzanne E. Mol
8. A. Bus

Citations in the corpus

• The state of the science in the meta-analysis of single-case experimental designs (2008, background): “Lambert, Cartledge, Heward and Lo ( 2006 ) was a synthesis of nine single-case designs, each having four phases (baseline–treatment–baseline–treatment).”
• A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, unknown): “(Davis & O‘Neil, 2004; Gardner, Heward, & Grossi, 1994; Lambert et al., 2006).”
• Statistical Analyses of Single-Case Designs (2014, methodology): “As shown in Figure 1, for example, the treatment used by Lambert et al. (2006) reduced students’ disruptive behavior relative to baseline levels, resulting in little overlap of treatment and baseline observations.”