Use of a Daily Report Card in an Intervention Package Involving Home-School Communication to Reduce Disruptive Behavior in Preschoolers

Abstract

The effectiveness of a daily report card in an intervention package involving home-school communication to decrease disruptive behavior in preschoolers was investigated. A sample of four preschool-aged children in two classrooms served as participants. Teachers rated behavior three times daily for each participant using a daily report card. Ratings were shared with the student and then parent, and contingent reinforcement involving positive praise and stickers was provided. A concurrent multiple baseline across-participants design was employed, with results demonstrating decreases in disruptive behavior for all students. Overall, results indicated the daily report card intervention with a home-school component to be an effective method for decreasing problem behavior in a preschool setting.