Date Approved


Embargo Period


Document Type


Degree Name

M.A. Special Education


Interdisciplinary and Inclusive Education


College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Third Advisor

Shuff, Midge


active response techniques, mini whiteboards, resource classroom, response cards, response strategy, whole class response


Attention-deficit hyperactivity disorder; Learning disabled teenagers--Education


Language and Literacy Education | Special Education and Teaching


The purpose of this study was to: (a) examine the effectiveness of mini whiteboards in increasing engagement, (b) examine the effectiveness of mini whiteboards in increasing academic achievement, and (c) determine if students in a tenth grade English/Language Arts resource center classroom are satisfied with the use of mini whiteboards. The research was conducted using an ABAB single-subject design methodology. Student achievement was evaluated through weekly assessments, while daily engagement was evaluated using interval recording in 5-minute increments. Results suggest that the use of mini whiteboards may help increase the engagement and academic achievement of students in a tenth grade ELA resource center classroom. Mini whiteboards were found to increase the weekly mean engagement score for 7 out of 10 students, and the weekly academic achievement score for 8 out of 10 students. Results also show that most students felt comfortable using the mini whiteboards and some felt that it helped them academically. Implications for educating students in a resource center setting include the recommendation to utilize active responding techniques such as mini whiteboards in the classroom.