Incremental Benefits of a Daily Report Card Over Time for Youth with Disruptive Behavior: Replication and Extension

One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student–teacher dyads (Kindergarten—5th grade), we sought to replicate previous findings with an...

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Bibliographic Details
Published in:School mental health 2020-09, Vol.12 (3), p.507-522
Main Authors: Holdaway, Alex S., Hustus, Chelsea L., Owens, Julie Sarno, Evans, Steven W., Coles, Erika K., Egan, Theresa E., Himawan, Lina, Zoromski, Allison K., Dawson, Anne E., Mixon, Clifton S.
Format: Article
Language:English
Subjects:
Attention deficit hyperactivity disorder
Behavior
Behavior Modification
Behavior Problems
Behavioral Science and Psychology
Child and School Psychology
Classrooms
Clinical Psychology
Control Groups
Developmental Psychology
Education
Educational Environment
Effect Size
Elementary School Students
Intervention
Learning
Original Paper
Psychology
Report Cards
Student Behavior
Students
Teachers
Trends
Violations
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Summary:One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student–teacher dyads (Kindergarten—5th grade), we sought to replicate previous findings with an independent sample and advance the literature by using a nonparametric effect size (ES) that accounts for baseline trends, examining academic and behavioral DRC target behaviors separately, and examining differences between optimal and suboptimal intervention responders. Replicating findings from the previous study, large improvement in behavioral and academic DRC target behaviors was demonstrated in the first month of intervention, with small incremental gains and/or maintenance of effects observed in months 2, 3, and 4. Differences assessed between optimal and suboptimal responders were not statistically significant. However, trends, particularly those for optimal and suboptimal responders to behavioral targets on the DRC, suggest that teacher consistency in responding to classroom rule violations is an important variable for future study. The results replicate previous findings and suggest important directions for future research on classroom intervention implementation and intervention decision making.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-020-09375-w