NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and during Implementation: Relations to Implementation Integrity and Student Outcomes
Peer reviewed Peer reviewed
Direct linkDirect link
Girio-Herrera, Erin; Egan, Theresa E.; Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Holdaway, Alex S.; Mixon, Clifton S.; Kassab, Hannah D. – School Mental Health, 2021
The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to…
Descriptors: Elementary School Teachers, Teacher Attitudes, Report Cards, Program Implementation
Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and during Implementation: Relations to Implementation Integrity and Student Outcomes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Girio-Herrera, Erin; Egan, Theresa E.; Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Holdaway, Alex S.; Mixon, Clifton S.; Kassab, Hannah D. – Grantee Submission, 2021
The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to…
Descriptors: Elementary School Teachers, Teacher Attitudes, Report Cards, Program Implementation
Incremental Benefits of a Daily Report Card Intervention over Time for Youth with Disruptive Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Owens, Julie Sarno; Holdaway, Alex S.; Zoromski, Allison K.; Evans, Steven W.; Himawan, Lina K.; Girio-Herrera, Erin; Murphy, Caroline E. – Behavior Therapy, 2012
This study examined the percentage of children who respond positively to a daily report card (DRC) intervention and the extent to which students achieve incremental benefits with each month of intervention in a general education classroom. Participants were 66 children (87% male) with attention-deficit hyperactivity disorder or disruptive behavior…
Descriptors: Report Cards, Evidence, Intervention, Behavior Problems