Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents

2021 ◽  
Author(s):  
Brian Daniels ◽  
Stacy L. Bender ◽  
Amy M. Briesch ◽  
Annisha Susilo ◽  
Lindsay M. Fallon
Keyword(s):  
Report Card ◽  
Daily Report Card ◽  
Daily Report ◽  
Teachers And Parents ◽  
Preschool Setting

“The Daily Report Card”

1987 ◽  
Vol 19 (2) ◽  
pp. 72-73 ◽  
Author(s):  
Thomas N. Fairchild
Keyword(s):  
Report Card ◽  
Daily Report Card ◽  
Daily Report

Effects of a Daily Report Card on Academic Performance and Classroom Behavior

1985 ◽  
Vol 6 (1) ◽  
pp. 51-52 ◽  
Author(s):  
Polly Dolliver ◽  
Aria F. Lewis ◽  
T. F. McLaughlin
Keyword(s):  
Academic Performance ◽  
Classroom Behavior ◽  
Report Card ◽  
Daily Report Card ◽  
Daily Report

Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior

2012 ◽  
Vol 43 (4) ◽  
pp. 848-861 ◽  
Author(s):  
Julie Sarno Owens ◽  
Alex S. Holdaway ◽  
Allison K. Zoromski ◽  
Steven W. Evans ◽  
Lina K. Himawan ◽  
...  
Keyword(s):  
Disruptive Behavior ◽  
Report Card ◽  
Daily Report Card ◽  
Daily Report ◽  
Over Time

scholarly journals Treatment Sensitivity of Direct Behavior Rating–Multi-Item Scales in the Context of a Daily Report Card Intervention

2018 ◽  
Vol 28 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Chelsea L. Hustus ◽  
Julie Sarno Owens ◽  
Robert J. Volpe ◽  
Amy M. Briesch ◽  
Brian Daniels
Keyword(s):  
Disruptive Behavior ◽  
Academic Engagement ◽  
Progress Monitoring ◽  
Report Card ◽  
Behavior Rating ◽  
Organizational Skills ◽  
Daily Report Card ◽  
Daily Report ◽  
Direct Behavior Rating ◽  
Treatment Sensitivity

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 first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.

Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies

2017 ◽  
Vol 83 (4) ◽  
pp. 378-395 ◽  
Author(s):  
Kellina Pyle ◽  
Gregory A. Fabiano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Case Studies ◽  
Attention Deficit ◽  
Single Case ◽  
Report Card ◽  
Single Subject ◽  
Size Estimation ◽  
Hyperactivity Disorder ◽  
Daily Report Card ◽  
Daily Report

The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects.

Understanding Barriers to Teacher Use of a Daily Report Card Intervention Aided by Online Implementation Support

2020 ◽  
Vol 12 (4) ◽  
pp. 826-840
Author(s):  
John D. McLennan ◽  
Julie Sarno Owens ◽  
Rebecca Haines-Saah ◽  
Sarah Mitchell ◽  
Chelsea Hustus
Keyword(s):  
Report Card ◽  
Implementation Support ◽  
Daily Report Card ◽  
Daily Report ◽  
Online Implementation ◽  
Teacher Use
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