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Comparing Numbered Heads Together with and without Peer-Led Opportunities to Respond: A Case Study

Abstract:The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a post-secondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads Together condition with peer-led opportunities to respond. Student satisfaction ratings suggested that Heads Together with peer-led opportunities to respond was a preferred strategy to Heads Together alone. A discussion of study limitations, implications, and future research directions is included.