Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card

School Psychology Review

Volumn 39, Issue 2, 2010, Pages 219-239

  Fabiano, Gregory A ^a   Vujnovic, Rebecca K ^a   Pelham, William E ^a   Waschbusch, Daniel A ^a   Massetti, Greta M ^b   Pariseau, Meaghan E ^a   Naylor, Justin ^a   Yu, Jihnhee ^c   Robins, Melissa ^c   Carnefix, Tarah ^d   Greiner, Andrew R ^b   Volker, Martin ^a  

^a UNIVERSITY AT BUFFALO   (United States)

^b CENTERS FOR DISEASE CONTROL AND PREVENTION   (United States)

^c University at Buffalo's   (United States)

^d Centers for Disease Control and Prevention ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77955697318     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (79)

1. Abramowitz, A. J., Eckstrand, D., O'Leary, S. G., & Dulcan, M. K. (1992). ADHD children's responses to stimulant medication and two intensities of a behavioral intervention. Behavior Modification, 16, 193-203.
2. American Academy of Pediatrics, Subcommittee on Attention-Deficit/ Hyperactivity Disorder, Committee on Quality Improvement. (2001). Clinical practice guideline: Treatment of the school-aged child with attentiondeficit/ hyperactivity disorder. Pediatrics, 108, 1033-1044.
3. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
4. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.).Washington, DC: American Psychiatric Association.
5. Arnold, L. E., Vitiello, B., McDougle, C., Scahill, L., Shah, B., Gonzalez, N. M., et al. (2003). Parent-defined target symptoms respond to risperdone in RUPP autism study: Customer approach to clinical trials. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 1443-1450.
6. Brock, S. E. (2002). Helping students with ADHD in the classroom: Information for teachers. Accessed on April 2, 2009, at http://www.nasponline. org/resources/ handouts/revisedpdfs/adhd.pdf
7. Butera, G., Klein, H.,.McMullen, L., & Wilson, B. (1998). A statewide study of FAPE and school discipline policies. The Journal of Special Education, 32, 108-114.
8. Chafouleas, S. M., Christ, T. J., Riley-Tillman, T. C., Briesch, A. M., & Chanese, J. A. M. (2007). Generalizability and dependability of direct behavior ratings to assess social behavior of preschoolers. School Psychology Review, 36, 63-79.
9. Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J. (2009). Direct behavior rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195-200.
10. 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 Behavioral Interventions, 8, 174-182.
11. Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108-126.
12. Christ, T. J., Riley-Tillman, T. C., & Chafouleas, S. M. (2009). Foundation for the development and use of direct behavior rating (DBR) to assess and evaluate student behavior. Assessment for Effective Intervention, 34, 201-213.
13. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum and Associates.
14. Conners, C. K. (2002). Forty years of methylphenidate treatment in attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 6(Suppl), 17-30.
15. Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20, 473-497.
16. DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for attention deficit/hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5-27.
17. DuPaul, G. J., & Eckert, T. L. (1998). Academic interventions for students with attention-deficit/hyperactivity disorder: A review of the literature. Reading and Writing Quarterly, 14, 59-82.
18. DuPaul, G. J., Rapport, M. D., & Perriello, L. M. (1991). Teacher ratings of academic skills: The development of the Academic Performance Rating Scale. School Psychology Review, 20, 284-300.
19. DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies. New York: Guilford Press.
20. Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide. (NCEE No. 2008-012.) Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education.
21. Evans, S. W., Allen, J., Moore, S., & Strauss, V. (2005). Measuring symptoms and functioning of youth with ADHD in middle schools. Journal of Abnormal Child Psychology, 33, 695-706.
22. Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis, A. M., & O'Connor, B. C. (2009). A meta-analysis of behavioral treatments for attentiondeficit/hyperactivity disorder. Clinical Psychology Review, 29, 129-140.
23. Fabiano, G. A., Pelham, W. E., Gnagy, E. M., BurrowsMacLean, L., Coles, E. K., Chacko, A., et al. (2007). The single and combined effects of multiple intensities of behavior modification and multiple intensities of methylphenidate in a classroom setting. School Psychology Review, 36, 195-216.
24. Fabiano, G. A., Pelham, W. E., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., et al. (2006). A practical measure of impairment: Psychometric properties of the Impairment Rating Scale in samples of children with attention-deficit/hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369-385.
25. Fabiano, G. A., Vujnovic, R., Naylor, J., Pariseau, M., & Robins, M. L. (2009). Psychometric properties of Daily Behavior Report Cards used to provide progress monitoring for students with attention-deficit/hyperactivity disorder receiving special education. Assessment for Effective Intervention, 34, 231-241.
26. Forness, S. R., & Kavale, K. A. (2002). Impact of ADHD on school systems. In P. S. Jensen & J. R. Cooper . (Eds.), Attention deficit hyperactivity disorder: State of the science, best practices (pp. 24-1- 24-20). Kingston, NJ: Civic Research Institute.
27. Fuchs, D., & Fuchs, L. S. (1989). Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation. School Psychology Review, 18, 260-279.
28. Gresham, F. M. (1989). Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, 18, 37-50.
29. Guy, W. (1976). Assessment manual for psychopharmacology. Rockville, MD: U.S. Department of Health, Education, and Welfare.
30. Hartung, C. M., McCarthy, D. M., Milich, R., & Martin, C. A. (2005). Parent-adolescent agreement on ADHD symptoms: A multi-trait, multi-method model. Journal of Psychopathology and Behavioral Assessment, 27, 159-168.
31. Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36, 186-205.
32. Holm, S. (1979). A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics, 6, 65-70.
33. Hops, H., & Walker, H. M. (1988). CLASS: Contingencies for learning and academic and social skills. Seattle, WA: Educational Achievement Systems.
34. Homer, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2000). Elements of behavioral support plans: A technical brief. Exceptionality, 8, 205-215.
35. Jaccard, J., & Guilamo-Ramos, V. (2002). Analysis of variance frameworks in clinical child and adolescent psychology: Issues and recommendations. Journal of Clinical Child and Adolescent Psychology, 31, 130-146.
36. Jitendra, A. K., DuPaul, G. J., Volpe, R. J., Tresco, K. E., Junod, E. V., Lutz, J. G., et al. (2007). Consultationbased academic intervention for children with attention-deficit hyperactivity disorder: School functioning outcomes. School Psychology Review, 36, 217-236.
37. Kelley, M. L. (1990). School-home notes: Promoting children's classroom success. New York: Guildford Press.
38. Kendall, P. C., & Grove, W. M. (1988). Normative comparisons in therapy outcome. Psychological Assessment, 10, 147-158.
39. Martens, B. K., & Ardoin, S. P. (2002). Training school psychologists in behavioral support consultation. Child and Family Behavior Therapy, 24, 147-163.
40. Massetti, G. M., Pelham, W. E., Chacko, A., Walker, K. S., Arnold, F., Coles, E. K., et al. (2003). Situational variability of ADHD, ODD, and CD: Psychometric properties of the DBD interview and rating scale. Poster presented at the Association for Advancement of Behavior Therapy Conference, Boston, MA.
41. Multimodal Treatment Study Cooperative Group. (1999). 14-Month randomized clinical trial of treatment strategies for attention deficit hyperactivity disorder. Archives of General Psychiatry, 56, 1073-1086.
42. Nathan, P. E., & Gorman, J. M. (2002). A guide to treatments that work (2nd ed.). New York: Oxford University Press.
43. National Association for School Psychologists. (2005). Home school collaboration (Position Statement). Bethesda MD: National Association for School Psychologists.
44. O'Leary, K. D., Pelham, W. E., Rosenbaum, A., & Price, G. H. (1976). Behavioral treatment of hyperkinetic children. Clinical Pediatrics, 15, 510-515.
45. Owens, J. S., Murphy, C. E., Richerson, L., Girio, E. L., & Himawan, L. K. (2008). Science to practice in underserved communities: The effectiveness of school mental health programming. Journal of Clinical Child and Adolescent Psychology, 37, 434-447.
46. Pelham, W. E., Erhardt, D., Gnagy, E. M., Greiner, A. R., Arnold, L. E., Abikoff, H. B., et al. (2010). Parent and teacher evaluation of treatment in the MTA: Consumer satisfaction and perceived effectiveness. Manuscript submitted for publication.
47. Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatment for ADHD: An update. Journal of Clinical Child and Adolescent Psychology, 37, 184-214.
48. Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment for attention-deficit/hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.
49. Pelham, W. E., Foster, E. M., & Robb, J. A. (2007). The economic impact of ADHD in children and adolescents. Ambulatory Pediatrics, 7, 121-131.
50. Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms of the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210-218.
51. Pelham, W. E., Gnagy, E. M. Greiner, A. R., Hoza, B., Hinshaw, S. P., Swanson, J. M., et al. (2000). Behavioral vs. behavioral and pharmacological treatment in ADHD children attending a summer treatment program. Journal of Abnormal Child Psychology, 28, 507-526.
52. Pelham, W. E., Greiner, A. R., & Gnagy, E. M. (2008). Student behavior teacher response observation code manual. Unpublished manuscript.
53. Pelham, W. E., Wheeler, T., & Chronis, A. (1998). Empirically supported psychosocial treatments for attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 27, 190-205.
54. Pianta, R. C. (2001). Student-Teacher Relationship Scale: Professional manual. Lutz, FL: Psychological Assessment Resources.
55. Power, T. J., Karustis, J. L., & Habboushe, D. F. (2001). Homework success for children with ADHD: A familyschool intervention program. New York: Guilford Press.
56. Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9, 85-111.
57. Rapport, M. D., Chung, K. M., Shore, G., & Issacs, P. (2001). A conceptual model of child psychopathology: Implications for understanding attention deficit hyperactivity disorder and treatment efficacy. Journal of Clinical Child Psychology, 30, 48-58.
58. Rapport, M. D., Scanlon, S. W., & Denney, C. B. (1999). Attention-deficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways. Journal of Child Psychology and Psychiatry, 40, 1169-1183.
59. Ray, J. W., & Shadish, W. R. (1996). How interchangeable are different estimators of effect size? Journal of Consulting and Clinical Psychology, 64, 1316-1325.
60. Reiher, T. C. (1992). Identified deficits and their congruence to the IEP for behaviorally disordered students. Behavioral Disorders, 17, 167-177.
61. Riley-Tillman, T. C., Chafouleas, S. M., & Briesch, A. M. (2007). A school practitioner's guide to using daily behavior report cards to monitor student behavior. Psychology in the Schools, 44, 77-89.
62. Sattler, J. M. (1988). Assessment of children (3rd ed.). La Mesa, CA: Sattler.
63. Schnoes, C., Reid, R., Wagner, M., & Marder, C. (2006). ADHD among students receiving special education services: A national survey. Exceptional Children, 72, 483-496.
64. Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultations: Promoting family-school connections and interventions. New York: Springer.
65. Smith, S. W. (1990a). Individualized education programs (IEPs) in special education-From intent to acquiescence. Exceptional Children, 57, 6-14.
66. Smith, S. W. (1990b). Comparison of individualized education programs (TEPs) of students with behavioral disorders and learning disabilities. Journal of Special Education, 24, 85-100.
67. Stage, S. A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26, 333-368.
68. Sugai, G., & Colvin, G. (1997). Debriefing: A transition step for promoting acceptable behavior. Education and Treatment of Children, 20, 209-221.
69. Swanson, J. M., Hanley, T., Simpson, S., Davies, M., Schulte, A., Wells. K., et al. (2000). Evaluation of learning disorders in children with a psychiatric disorder. In J. M. Oldham & M. B. Riba (Series Eds.), & L. L. Greenhill (Volume Ed.), Review of psychiatry series (Vol. 19, pp. 97-128). Washington, DC: American Psychiatric Press.
70. Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., et al. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 168-179.
71. Tolin, D. F., Hannan, S., Maltby, N., Diefenbach, G. J., Worhunsky, P., & Brady, R. E. (2007). A randomized controlled trial of self-directed versus therapist-directed cognitive-behavioral therapy for obsessive-compulsive disorder patients with prior medication trials. Behavior Therapy, 38, 179-191.
72. Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
73. Trout, A. L., Lienemann, T. O., Reid, R., & Epstein, M. H. (2007). A review of non-mediation interventions to improve academic performance of children with ADHD. Remedial and Special Education, 28, 207226.
74. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2000). A guide to the individualized education plan. Washington, DC: U.S. Department of Education.
75. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Ed- ucation Programs. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education.
76. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2004). Teaching children with attention-deficit/hyperactivity disorder: Instructional strategies and practices. Washington, DC: U.S. Department of Education.
77. Volpe. R. J., DuPaul, G. J., DiPerna, J. C., Jitendra, A. K., Lutz, J. G., Tresco, K., et al. (2006). Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47-61.
78. Wechsler, D. (2003). Wechsler Intelligence Scale for Children, Fourth Edition. San Antonio, TX: Pearson.
79. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson-III Tests of Achievement. Rolling Meadows, IL: Riverside Publishing.