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Direct linkCanfield, Deanna; Cividini-Motta, Catia – Journal of Behavioral Education, 2022
Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g.,…
Descriptors: Report Cards, Student Behavior, Behavior Problems, Intervention
Riden, Benjamin S.; Markelz, Andrew M.; Taylor, Jonté C. – Intervention in School and Clinic, 2021
Teachers who work with students who display challenging behaviors need to implement interventions to support them in the classroom. A daily behavior report card (DBRC) is one intervention that research suggests can reduce challenging behaviors and replace them with more socially appropriate behaviors. With step-by-step instructions, this column…
Descriptors: Intervention, Student Behavior, Behavior Problems, Report Cards
Anne S. Morrow; Miguel T. Villodas; Stacy L. Frazier; Joseph R. Raiker; Michelle M. Liriano; Alexandra J. English; Cinthya M. Lozano; Mileini Campez; SamSarah Lesperance; Kelcey J. Little – Administration and Policy in Mental Health and Mental Health Services Research, 2022
Daily behavioral report cards (DRC) are an efficacious intervention for children with ADHD, yet there is little information on Latinx teachers' perceptions about ADHD and preferences related to behavioral treatment. The purpose of the current study was to examine the feasibility and acceptability of behavioral consultation with Latinx teachers and…
Descriptors: Latin Americans, Elementary School Teachers, Teacher Attitudes, Attention Deficit Hyperactivity Disorder
Holdaway, 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
Daniels, Brian; Bender, Stacy L.; Briesch, Amy M.; Susilo, Annisha; Fallon, Lindsay M. – Contemporary School Psychology, 2023
Daily report card (DRC) intervention provides a structured method for increasing communication between teachers and parents regarding student behavior; however, limited research has investigated the effectiveness and acceptability of DRC intervention with preschool students. Additionally, effectiveness of DRC intervention is enhanced when parents…
Descriptors: Preschool Education, Preschool Teachers, Parents, Report Cards
Download full textJulie Sarno Owens; Mary Lee; Kelsey Eackles; Dassiell Medina; Steven W. Evans; Jacob Reid – Grantee Submission, 2022
Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers' adoption and implementation of a high-quality daily report card (DRC) intervention through…
Descriptors: Intervention, Elementary School Teachers, Educational Technology, Report Cards
Jonte' C. Taylor; L. Meghan Allen; Jared Van; Michele Moohr – Journal of Emotional and Behavioral Disorders, 2024
Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education…
Descriptors: Student Projects, Active Learning, Teacher Burnout, Emotional Disturbances
Owens, Julie Sarno; Margherio, Samantha M.; Lee, Mary; Evans, Steven W.; Crowley, D. Max; Coles, Erika K.; Mixon, Clifton S. – Journal of Educational and Psychological Consultation, 2021
Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three…
Descriptors: Elementary School Teachers, Program Implementation, Report Cards, Intervention
Owens, Julie Sarno; Margherio, Samantha M.; Lee, Mary; Evans, Steven W.; Crowley, D. Max; Coles, Erika K.; Mixon, Clifton S. – Grantee Submission, 2020
Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three…
Descriptors: Elementary School Teachers, Program Implementation, Report Cards, Intervention
Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Journal of Emotional and Behavioral Disorders, 2020
The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…
Descriptors: Behavior Problems, Intervention, Elementary School Teachers, Elementary School Students
Hustus, Chelsea L.; Owens, Julie Sarno; Volpe, Robert J.; Briesch, Amy M.; Daniels, Brian – Grantee Submission, 2020
The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating--Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we…
Descriptors: Behavior Problems, Intervention, Elementary School Teachers, Elementary School Students
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
Lopach, Laura; Jenson, William; Davis, John; Knorr, James; O'Neill, Rob – Contemporary School Psychology, 2018
The current study examined the efficacy of the Electronic Home Note Program (EHNP) for improving on-task behavior, math performance, and home-school collaboration. The EHNP is a package-ready web-based home note that utilizes Google Drive. The study was conducted in a public elementary school serving predominantly low-income ethnic minority…
Descriptors: Notetaking, Computer Mediated Communication, Intervention, Parent Participation
Mixon, Clifton S.; Owens, Julie Sarno; Hustus, Chelsea; Serrano, Verenea J.; Holdaway, Alex S. – School Mental Health, 2019
The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom interventions. However, prior programs have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aim of this study was to…
Descriptors: Faculty Development, Barriers, Intervention, Classroom Environment
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
