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

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

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

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.

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

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.