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

Autor/inn/en	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.
Titel	Incremental Benefits of a Daily Report Card over Time for Youth with Disruptive Behavior: Replication and Extension
Quelle	In: School Mental Health, 12 (2020) 3, S. 507-522Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Owens, Julie Sarno) ORCID (Evans, Steven W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-020-09375-w
Schlagwörter	Forschungsbericht; Elementary School Students; Behavior Problems; Intervention; Report Cards; Behavior Modification; Effect Size; Student Behavior + Suchen Sie Ihr Suchwort? Berichtszeugnis; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten
Abstract	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. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01