Using and Evaluating Daily Behavior Report Cards for Students With Challenging Behaviors

2021 ◽  
pp. 105345122199482
Author(s):  
Benjamin S. Riden ◽  
Andrew M. Markelz ◽  
Jonté C. Taylor
Keyword(s):  
Challenging Behaviors ◽  
Report Card ◽  
Report Cards ◽  
Daily Behavior Report Card ◽  
Daily Behavior ◽  
Daily Behavior Report Cards ◽  
Support Students

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 describes how to implement and evaluate DBRCs to support students displaying challenging behaviors.

School-Home Notes and Daily Behavior Report Cards

2019 ◽  
pp. 400-424
Author(s):  
Faith G. Miller ◽  
Sarah Wollersheim-Shervy ◽  
Alexandria C. Muldrew
Keyword(s):  
Contingency Management ◽  
Research Literature ◽  
Report Cards ◽  
Daily Behavior Report Card ◽  
Use Of Technology ◽  
Daily Behavior ◽  
Management Procedures ◽  
Daily Behavior Report Cards ◽  
Home And School ◽  
Behavioral Feedback

School-Home Note (SHN) and Daily Behavior Report Card (DBRC) programs are a highly effective intervention approach to improving children and adolescents’ behavior at school. These terms, while not exactly synonymous, have both been used in the research literature to describe a similar approach to intervention. That is, SHN and DBRC programs can be thought of as a class of interventions that capitalize on three key elements: (1) providing frequent behavioral feedback, (2) utilizing contingency management procedures, and (3) increasing collaboration between home and school environments. The chapter describes strategies for development and implementation of SHNs and DBRCs, as well as highlighting the use of technology to increase the feasibility of these strategies.

What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

2005 ◽  
Vol 42 (6) ◽  
pp. 669-676 ◽  
Author(s):  
Sandra M. Chafouleas ◽  
James L. McDougal ◽  
T. Chris Riley-Tillman ◽  
Carlos J. Panahon ◽  
Alexandra M. Hilt
Keyword(s):  
Direct Observation ◽  
Report Cards ◽  
Task Behavior ◽  
Daily Behavior ◽  
Initial Comparison ◽  
Daily Behavior Report Cards

Good, bad, or in-between: How does the daily behavior report card rate?

2002 ◽  
Vol 39 (2) ◽  
pp. 157-169 ◽  
Author(s):  
Sandra M. Chafouleas ◽  
T. Chris Riley-Tillman ◽  
James L. McDougal
Keyword(s):  
Report Card ◽  
Daily Behavior Report Card ◽  
Daily Behavior

Modifying Students' Classroom Behaviors Using an Electronic Daily Behavior Report Card

2012 ◽  
Vol 34 (4) ◽  
pp. 269-289 ◽  
Author(s):  
Kashunda L. Williams ◽  
George H. Noell ◽  
Beth A. Jones ◽  
Kristin A. Gansle
Keyword(s):  
Report Card ◽  
Classroom Behaviors ◽  
Daily Behavior Report Card ◽  
Daily Behavior

Effective Intervention for Behavior With a Daily Behavior Report Card: A Meta-Analysis

2010 ◽  
Vol 39 (4) ◽  
pp. 654-672 ◽  
Author(s):  
Kimberly J. Vannest ◽  
John L. Davis ◽  
Cole R. Davis ◽  
Benjamin A. Mason ◽  
Mack D. Burke
Keyword(s):  
Meta Analysis ◽  
Report Card ◽  
Effective Intervention ◽  
Daily Behavior Report Card ◽  
Daily Behavior

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

2021 ◽  
Vol 36 (3) ◽  
pp. 127-140
Author(s):  
Benjamin S. Riden ◽  
Jonté C. Taylor ◽  
Mary Catherine Scheeler ◽  
David L. Lee ◽  
Andrea V. McCloskey
Keyword(s):  
Autism Spectrum Disorder ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Autism Spectrum ◽  
Report Card ◽  
Spectrum Disorder ◽  
Classroom Behaviors ◽  
Daily Behavior Report Card ◽  
Daily Behavior

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

Calvin Won’t Sit Down! The Daily Behavior Report Card: A Practical Technique to Change Student Behavior and Increase School-Home Communication

2017 ◽  
Vol 26 (2) ◽  
pp. 89-95 ◽  
Author(s):  
Carolyn B. Mires ◽  
David L. Lee
Keyword(s):  
Behavioral Intervention ◽  
Student Behavior ◽  
Report Card ◽  
Daily Behavior Report Card ◽  
Daily Behavior

Calvin is a student who will not stay in his seat. He calls out constantly. Calvin does not complete his class work, and his homework is rarely returned. Do you have a student like Calvin? Does he fail to turn in homework, or act disrespectfully toward teachers and peers? Easy to implement, the Daily Behavior Report Card is an empirically based behavioral intervention that can help busy teachers better manage their classroom.

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