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Direct linkHoldaway, Alex S.; Hustus, Chelsea L.; Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Egan, Theresa E.; Himawan, Lina; Zoromski, Allison K.; Dawson, Anne E.; Mixon, Clifton S. – School Mental Health, 2020
One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student-teacher dyads (Kindergarten-5th grade), we sought to replicate previous findings with an independent sample and advance the literature by…
Descriptors: Elementary School Students, Behavior Problems, Intervention, Report Cards
Download full textFabiano, Gregory A.; Pyle, Kellina; Kelty, Mary Bridget; Parham, Brittany R. – Assessment for Effective Intervention, 2017
Direct behavior rating (DBR) may be a viable assessment for documenting current areas of impaired functioning and progress monitoring students' response to a behavioral intervention. Challenging behaviors are often addressed in general education settings using interventions such as the daily report card (DRC). To best implement and monitor such…
Descriptors: Progress Monitoring, Behavior Rating Scales, Report Cards, Student Behavior
Sims, Wesley A.; Riley-Tillman, Chris; Cohen, Daniel R. – Assessment for Effective Intervention, 2017
This study examined the treatment sensitivity of "Direct Behavior Rating-Single Item Scales" (DBR-SIS) in response to an evidence-based intervention delivered in a single-case, multiple-baseline design. DBR-SIS was used as a formative assessment in conjunction with a frequently used intervention in schools, a Daily Behavior Report Card…
Descriptors: Formative Evaluation, Behavior Rating Scales, Report Cards, Intervention
Taylor, Jonte' C.; Hill, Doris – Education and Treatment of Children, 2017
Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have been used for students with emotional/ behavioral disorder in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students…
Descriptors: Intellectual Disability, Developmental Disabilities, Report Cards, Student Behavior
Power, Thomas J.; Mautone, Jennifer A.; Soffer, Stephen L.; Clarke, Angela T.; Marshall, Stephen A.; Sharman, Jaclyn; Blum, Nathan J.; Glanzman, Marianne; Elia, Josephine; Jawad, Abbas F. – Journal of Consulting and Clinical Psychology, 2012
Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School…
Descriptors: Report Cards, Homework, Intervention, Attention Deficit Hyperactivity Disorder
Jurbergs, Nichole; Palcic, Jennette L.; Kelley, Mary L. – Child & Family Behavior Therapy, 2010
Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher…
Descriptors: Feedback (Response), Report Cards, Elementary School Students, African American Students
Cheney, Douglas; Flower, Andrea; Templeton, Tran – Journal of Special Education, 2008
Response to Intervention (RtI) has become an important element of policy, practice, and research since the 2004 reauthorization of the Individuals with Disabilities Education Act. In this article, five metrics recommended by Gresham (2005) were used to evaluate the progress of 127 students who were at risk of developing emotional disturbance and…
Descriptors: Report Cards, Intervention, Emotional Disturbances, High Risk Students
Murray, Desiree W.; Rabiner, David; Schulte, Ann; Newitt, Kristy – Child & Youth Care Forum, 2008
This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants…
Descriptors: Report Cards, Intervention, Effect Size, Teaching Methods
Owens, Julie Sarno; Richerson, Lauren; Beilstein, Elizabeth A.; Crane, Anna; Murphy, Caroline E.; Vancouver, Jeffrey B. – Journal of Attention Disorders, 2005
This article examines the effectiveness of an evidence-based behavioral treatment package for children with inattentive and disruptive behavior problems when delivered in the context of a school-based mental health program. Child symptomatology and functioning are assessed in a treatment group (n = 30) and a waitlist control group (n = 12) across…
Descriptors: Report Cards, Behavior Problems, Aggression, Mental Health Programs
