SPED 5326 LILIANA RAMIREZ #18

STRATEGY RESEARCH

CHORAL RESPONSE
WHAT IT LOOKS LIKE DEFINITION
IN THE CLASSROOM:
a teacher-led instructional
Used in teacher led instruction
strategy that expands the
Can be used to teach new
opportunity for response to all
concepts and skills as well as a
students by having all students
review strategy testing for recall
collectively respond to teacher-
(not supported for higher-order
posed questions.
learning tasks)
can be incorporated with other
strategies (eg. movement,
mnemonics)
great strategy for reducing
disruptive behaviors, increasing
active involvement, and for
foreign language instruction

Who does this

work for? Findings:
Emotional and behavioral
disorders Allows more opportunities for
Moderate Intellectual response (leading to improved
academic outcomes, improved task
disabilities
engagement, decreased disruptive
Autism behavior)
ADHD Collective assessment
Dyslexia Improves recall
Developmental disability or Increases active student response
Lowers rate of disruptive behavior
delay
Increases on-task behavior/ decreases
ELLs occurrence of off-task behaviors
Increases correct responses
Immediate feedback
 Choral response was found to be more effective than individual response when evaluating based on
active participation and reduction of disruptive behaviors.
Mixed responding is the use of both individual and choral responding. It is supported as most effective
for evaluation because it checks for both whole group and individual response.

STRATEGY IMPLICATIONS
Mixed response
model-lead-test procedure
response cards (for students with autism)
posting and enforcing rules (ie. hand raising,
no yelling/ blurting out)
Wait time
Consider instructional context (effective for
group or small group learning)

REFERENCES
Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A.
(2010). A comparison of three types of opportunities to respond on student
academic and social behaviors. Journal Of Emotional & Behavioral Disorders, 18(1),
27-40. doi:10.1177/1063426609333448

Haydon, T., Marsicano, R., & Scott, T. M. (2013). A comparison of choral and
individual responding: A review of the literature. Preventing School Failure, 57(4),
181-188. doi:10.1080/1045988X.2012.682184

Haydon, T., Musti-Rao, S., & Alter, P. (2017). Comparing choral responding and a
choral responding plus mnemonic device during geography lessons for students
with mild to moderate disabilities. Education & Treatment Of Children, 40(1), 77-
95.

Wolery, M., Ault, M., Doyle, P., Gast, D., & Griffen, A.. (1992). Choral and individual
responding during small group instruction: Identification of interactional effects.
Education & Treatment Of Children, 15(4), 289-309.