The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator

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 impl...

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Bibliographic Details
Published in:Journal of behavioral education 2022-09, Vol.31 (3), p.614-634
Main Authors: Canfield, Deanna, Cividini-Motta, Catia
Format: Article
Language:English
Subjects:
Analysis
Attention Deficit Hyperactivity Disorder
Behavior
Behavior Problems
Behavioral Science and Psychology
Child and School Psychology
Child psychopathology
Children
Classroom behaviour
Classrooms
Developmental disorders
Disruptive behaviour
Functional assessment
Functional Behavioral Assessment
Hyperactivity
Intervention
Learning and Instruction
Morality
Original Paper
Peer Mediation
Peers
Program Evaluation
Psychology
Reinforcement
Report Cards
Student Behavior
Student Records
Teachers
Time
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Description
Summary: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., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-020-09416-z