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Progress Monitoring Using Direct Behavior Rating Single Item Scales in a Multiple-Baseline Design Study of the Daily Report Card Intervention
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Fabiano, 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
Daily Behavior Report Cards: An Evidence Based System of Assessment and Intervention. The Guilford Practical Intervention in the Schools Series
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Volpe, Robert J.; Fabiano, Gregory A. – National Professional Resources, Inc., 2013
This book presents everything needed to design and implement daily behavior report cards (DRCs), a flexible and dynamic system for promoting positive student behaviors and overcoming barriers to learning. DRCs offer a way to reward K-12 students for achieving clearly defined goals while building school-home collaboration. Teachers can implement…
Descriptors: Student Behavior, Report Cards, Evidence Based Practice, Elementary Secondary Education
Parameters of Adherence to a Yearlong Daily Report Card Intervention for Students with Attention-Deficit/Hyperactivity Disorder
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Vujnovic, Rebecca; Fabiano, Gregory A.; Pariseau, Meaghan E.; Naylor, Justin – Journal of Educational & Psychological Consultation, 2013
Given that attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder, which is likely to require sustained treatment, investigations of the adherence to long-term treatments are clearly needed. The current project is the first analysis examining the parameters of adherence to a daily report card (DRC) intervention over the course of an…
Descriptors: Report Cards, Intervention, Attention Deficit Hyperactivity Disorder, Comorbidity
Enhancing the Effectiveness of Special Education Programming for Children with Attention Deficit Hyperactivity Disorder Using a Daily Report Card
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Fabiano, Gregory A.; Vujnovic, Rebecca K.; Pelham, William E.; Waschbusch, Daniel A.; Massetti, Greta M.; Pariseau, Meaghan E.; Naylor, Justin; Yu, Jihnhee; Robins, Melissa; Carnefix, Tarah; Greiner, Andrew R.; Volker, Martin – School Psychology Review, 2010
Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education…
Descriptors: Report Cards, Intervention, Hyperactivity, Attention Deficit Disorders
An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements
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Fabiano, Gregory A.; Vujnovic, Rebecca; Naylor, Justin; Pariseau, Meaghan; Robins, Melissa – Assessment for Effective Intervention, 2009
Many children with attention-deficit/hyperactivity disorder (ADHD) are eligible for special education services because of problems with academic and/or social functioning. Thus, a considerable proportion of children with ADHD have individualized education plans (IEPs) that list operationalized goals and objectives for each student. Conceptually,…
Descriptors: Report Cards, Intervention, Hyperactivity, Content Validity