A school practitioner's guide to using daily behavior report cards to monitor student behavior

Psychology in the Schools

Volumn 44, Issue 1, 2007, Pages 77-89

  Riley Tillman, T Chris ^a   Chafouleas, Sandra M ^b   Briesch, Amy M ^b  

^a EAST CAROLINA UNIVERSITY   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846598474     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20207     Document Type: Article

References (26)

1. Allinder, R.M., & Oats, R.G. (1997). Effects of acceptability on teachers' implementation of curriculum-based measurement and student achievement in mathematical computation. Remedial and Special Education. 18, 113-120.
2. Blechman, E.A., Taylor, C.J., & Schrader, S.M. (1981). Family problem solving versus home notes as early intervention for high-risk children. Journal of Consulting & Clinical Psychology, 49, 919-926.
3. Burkwist, B.J., Mabee, W.S., & McLaughlin. T.F. (1987). The effect of a daily report card system on inappropriate classroom verbalizations with a junior high school learning-disabled student. Techniques, 3, 265-272.
4. Chafouleas, S.M., McDougal, J.L., Riley-Tillman, T.C., Panahon, C.J., & Hilt, A.M. (2005). What do Daily Behavior Report Cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior. Psychology in the Schools, 42, 669-676.
5. Chafouleas, S.M., Riley-Tillman, T.C., & McDougal, J.L. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157-169.
6. Chafouleas, S.M., Riley-Tillman, T.C., & Sassu, K.A. (2006). Acceptability and reported use of Daily Behavior Report Cards among teachers. Journal of Positive Behavior Interventions. 8, 174-182.
7. Chafouleas, S.M., Riley-Tillman, T.C., Sassu, K.A., LaFrance, M.J., & Patwa. S.S. (in press). The Consistency of Daily Behavior Report Cards in monitoring interventions. Journal of Positive Behavior Interventions.
8. Dougherty, E.H., & Dougherty, A. (1977). The daily report card: A simplified and flexible package for classroom behavior management. In L.A. Hersov & M. Berger (Eds.), Aggression and antisocial behavior in childhood and adolescence (pp. 73-93). London: Pergamon Press.
9. DuPaul, G.J., Power, T.J., Anastopoulos, A.D., & Reid, R. (1998). ADHD Rating Scale-IV: Checklists, norm and clinical interpretation. New York: Guilford Press.
10. Gadow, K.D., & Sprafkin, J. (1997). ADHD Symptom Checklist-4 manual. Stony Brook. NY: Checkmate Plus LTD.
11. Hintze, J.M., & Matthews, W.J. (2004). The generalizability of systematic direct observations across time and setting: A preliminary investigation of the psychometrics of behavioral observation. School Psychology Review, 33, 258-270.
12. Hosp, J.L., Howell, K.W., & Hosp. M.K. (2003). Characteristics of behavior rating scales: Implications for practice in assessment and behavioral support. Journal of Positive Behavior Interventions, 5, 201-208.
13. Hyman, I.A., Wojtowicz, A., Duk Lee, K., Haffner, M.E., Fiorello, C.A., Storlazzi, J.J., & Rosenfeld, J. (1998). School-based methylphenidate placebo protocols: Methodological and practical issues. Journal of Learning Disabilities, 31, 581-594.
14. Individuals With Disabilities Education Improvement Act of 2004 (IDEA), Pub. L. No. 108-446, 118 Stat. 2647 (2004). [Amending 20 U.S.C. §§ 1400 et set).]. Merrell, K.W. (2003). Behavioral, social, and emotional assessment of children and adolescents (2nd ed.). Mahwah, NJ: Erlbaum.
15. Pelham, WE. (1993). Pharmacotherapy for children with attention-deficit hyperactivity disorder. School Psychology Review. 22, 199-227.
16. Peterson, C.A., & McConnell, S.R. (1996). Factors related to intervention integrity and child outcome in social skills interventions. Journal of Early Interventions. 20, 146-164.
17. Reynolds, C.R., & Kamphaus, R.W. (2005). Behavior assessment system for children (2nd ed.). Circle Pines. MN: American Guidance Service.
18. Riley-Tillman, T.C., Chafouleas, S.M., Chanese, J.A., & Briesch, A.M. (2005). Decision reliability studies. Manuscript in preparation.
19. Riley-Tillman, T.C., Chafouleas, S.M., Sassu, K.A., Chanese, J.A., & Glazer, A.D. (in press). An analysis of the similarity of Daily Behavior Report Cards (DBRCs) and direct observation data for both off-task and disruptive behaviors. Journal of Positive Behavior Interventions.
20. Riley-Tillman, T.C., Kalberer, S.M., & Chafouleas, S.M. (2005). Selecting the right tool for the job: A review of behavior monitoring tools used to assess student response to intervention. California School Psychologist, 10, 81-92.
21. Salvia, J., & Ysseldyke, J.E. (2004). Assessment (9th ed.). Princeton, NJ: Houghton Mifflin.
22. Saudargas, R.A., & Creed, V. (1980). State-event classroom observation system. Unpublished manuscript, University of Tennessee, Knoxville.
23. Saudargas, R.A., & Lentz, F.E. (1986). Estimating percent of time and rate via direct observation: A suggested observation procedure and format. School Psychology Review, 15, 36-48.
24. Seay, H.A., Fee, V.E., & Holloway, K.S. (2003). A multicomponent treatment package to increase anger control in teacher-referred boys. Child & Family Behavior Therapy, 25, 1-18.
25. Volpe, R.J., & McConaughy, S.H. (2005). Systematic direct observational assessment of student behavior: Its use and interpretation in multiple settings: An introduction to the miniseries. School Psychology Review, 34, 451-453.
26. Wright, J. (2002). Behavior Report Card Generator [Internet software]. Retrieved November 15, 2005, from http:// www.jimwrightonline.com/php/tbrc/tbrc. php