Daily Report Card Intervention Research Articles

The Daily Report Card and Check-in/Check-out: A Commentary About Two Siloed Interventions

Check-In/Check-Out (CICO) and the Daily Report Card intervention (DRC) are well-researched interventions designed to reduce challenging student behavior and improve academic and behavioral functioning. Yet each intervention has been studied within siloed literatures and their similarities and differences are not well understood by many educators. The goals of this commentary are to (1) highlight the similarities and differences between these interventions; (2) help educators and researchers understand the value of both interventions; and (3) stimulate conversation, innovative thinking, and new research that serves to reduce rather than reinforce the existing silos.

Exploring teacher adoption, adaptation, and implementation of a daily report card intervention when using the daily report card online platform

Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers’ adoption and implementation of a high-quality daily report card (DRC) intervention through the use of professional development resources, guided intervention design workflows, algorithm-based decision-making tools, and real-time progress monitoring. We examined teacher adoption, adaptation, and implementation of a DRC intervention when using the DRCO platform with support from a consultant during the 2021–2022 school year. Participants were 29 teachers, 20 of whom used the DRCO to implement a DRC with a student (n = 20). The most frequently chosen target behaviors were student interruptions, non-compliance, and work completion. When using the DRCO platform, teachers achieved several procedures that align with evidence-based guidelines (e.g., screening, baseline tracking, setting achievable goals, tracking behaviors over time). However, goal criterion changes and shaping procedures were used less often than expected. Despite the option to track behaviors solely with technology, 60% of teachers tracked student behaviors via paper methods (e.g., printed the DRC card, used sticky notes). Adaptations were made by 40% teachers; however, all adaptations involved modifying printed materials to be more student-friendly (e.g., add clipart to the DRC) and did not change the guiding principles of the intervention. Tau-effect sizes for academic and behavioral target behaviors on the DRC showed small to moderate change over time and change in target behaviors showed some association with change in global teacher ratings. Lastly, we identified associations between teacher characteristics and adoption and implementation, as well as associations between implementation and student outcomes.

Examining Benchmarks for the Daily Report Card Intervention in a Therapeutic Recreational Setting

Objective: This study aimed to (1) examine benchmarks for the benefits of the Daily Report Card (DRC) within a therapeutic recreation setting, that is, the Summer Treatment Program (STP) and (2) explore differences in baseline characteristics and treatment outcomes among optimal and suboptimal responders. Benchmarks were examined for children’s DRC target behaviors using standardized mean difference (SMD) effect sizes (ES) across 2-week periods of the STP. Method: Participants were 38 children attending an STP. Results: Aside from teasing, all DRC targets showed improvement by the second 2-week period that was sustained through the third 2-week period. Optimal responders demonstrated greater improvement in parent-rated impairment and camp behaviors than suboptimal responders. Some baseline differences between responder groups were found. Conclusion: This study provides the first benchmarks for change in DRC targets within a therapeutic recreational setting, offering guidelines for treatment expectations. Implications for clinical decision-making, treatment planning, and future research are discussed.

Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents

Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents

Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes

The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to implementation, implementation integrity (treatment dose, adherence, and teacher competence), and student outcomes. Participants were 39 elementary school teachers and 39 students with or at risk of attention-deficit hyperactivity disorder (ADHD). Teachers were asked to implement the DRC for up to 16 weeks with consultation support provided by research team staff every other week. Teachers completed acceptability ratings about the DRC prior to and after two months of implementation. This multi-method assessment using correlation and regression analyses revealed that although acceptability ratings prior to implementation were related to teacher knowledge of ADHD, they were was not related to acceptability ratings during implementation, integrity, or student outcomes. Student’s initial positive response to the intervention (i.e., the magnitude of improvement in DRC target behaviors) was associated with higher acceptability ratings during the intervention. Greater increases in acceptability over time were associated with greater DRC dose (i.e., teacher compliance to procedures and longer DRC duration). Greater duration of implementation and responding appropriately to rule violations were associated with greater student achievement of DRC goals. Implications for interpreting acceptability ratings and for understanding factors related to implementation and outcomes are discussed.

Understanding Barriers to Teacher Use of a Daily Report Card Intervention Aided by Online Implementation Support

There is limited use of empirically supported mental health interventions in schools. Leveraging technology may reduce some barriers, however, use may still be limited. To further understand variable intervention use, this study investigated the challenges experienced by teachers invited to implement a daily report card (DRC) intervention aided by an interactive website called the DRC.Online (DRC.O). The DRC is a structured approach to the delivery of a tailored positive reinforcement intervention to support individual students struggling with attention and/or behavior difficulties delivered by teachers with daily feedback to the student themselves and their caregivers. The study was embedded within a pilot rollout of the DRC.O in elementary schools in two school districts in Canada. Data for this qualitative inquiry were derived from 21 semi-structured interviews and two focus groups conducted with teachers and other school personnel who had varying levels of DRC.O use. A descriptive qualitative approach was used. Five constructs were identified: (1) Intervention Demands for the Teacher, (2) Finding and Creating a Fit for the Intervention, (3) Perceived Focus on the Negatives, (4) Managing Technological Components, and (5) Influencing Contextual Factors. Each construct contains aspects of challenges that may have influenced the extent of use of the DRC.O. Some of the identified factors overlap with challenges identified in previous studies of intervention implementation; however, details within the above constructs identify additional nuances that may inform specific adjustments that may improve uptake and implementation.

Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies

ABSTRACT Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers’ implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.

Treatment Sensitivity of Direct Behavior Rating–Multi-Item Scales in the Context of a Daily Report Card Intervention

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.

Concurrent validity and sensitivity to change of Direct Behavior Rating Single-Item Scales (DBR-SIS) within an elementary sample.

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily report card intervention to promote positive student behavior during prespecified classroom activities. During both baseline and intervention, teachers completed DBR-SIS ratings of 2 target behaviors (i.e., Academic Engagement, Disruptive Behavior) whereas research assistants collected systematic direct observation (SDO) data in relation to the same behaviors. Five change metrics (i.e., absolute change, percent of change from baseline, improvement rate difference, Tau-U, and standardized mean difference; Gresham, 2005) were calculated for both DBR-SIS and SDO data, yielding estimates of the change in student behavior in response to intervention. Mean DBR-SIS scores were predominantly moderately to highly correlated with SDO data within both baseline and intervention, demonstrating evidence of the former's concurrent validity. DBR-SIS change metrics were also significantly correlated with SDO change metrics for both Disruptive Behavior and Academic Engagement, yielding evidence of the former's sensitivity to change. In addition, teacher Usage Rating Profile-Assessment (URP-A) ratings indicated they found DBR-SIS to be acceptable and usable. Implications for practice, study limitations, and areas of future research are discussed. (PsycINFO Database Record

Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study

The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers’ classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% non-Hispanic White) who received up to eight biweekly consultation sessions focused on general classroom management strategies and implementation of a daily report card intervention with one target student with or at risk of ADHD. Teachers were randomly assigned to either a comparison consultation condition designed to mirror current best practices (Frank & Kratochwill, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014; Noell & Gansle, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014) or a multi-component condition designed to simultaneously address teacher knowledge, skills, and beliefs as possible barriers to implementation of classroom interventions. Teachers in both conditions showed significant improvements in labeled praise, appropriate response to student rule violations, and general competence in classroom management. In support of the hypotheses, teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs demonstrated more improvement in key outcomes in response to multi-component consultation, as compared to the comparison consultation (Cohen’s d ranged from 0.33 to 1.12). Implications for research and practice in school consultation are discussed.

The effect of training and consultation condition on teachers’ self-reported likelihood of adoption of a daily report card.

Using a within-subjects design and validated vignettes, this study examined the relative effects of four training and consultation conditions (i.e., consultation with key opinion leaders, consultation with observation and performance feedback, consultation with motivational interviewing, and professional development-as-usual) on teachers’ (N = 157) self-reported ratings and rankings of the likelihood of adoption of a daily report card intervention for students with disruptive behaviors. The consultation with key opinion leaders condition produced significantly higher ratings of the likelihood of reported adoption than did the consultation with motivational interviewing or professional development-as-usual conditions, and was ranked higher than all other conditions. Professional development-as-usual was rated and ranked significantly lower than all other conditions. Teacher factors, including teacher experience and teacher burnout, were evaluated as predictors of adoption ratings. Implications and recommendations regarding the use of training and consultation conditions in research and practice are discussed.

Treatment Integrity Assessment of a Daily Report Card Intervention

Although intuitively appealing, teacher self-report of treatment integrity is not currently recommended as a method for collecting treatment integrity data. Education researchers have not, however, evaluated features of a treatment integrity self-reporting system that may facilitate accurate self-report. In this preliminary investigation, four treatment integrity assessment conditions were investigated: (a) weekly verbal self-report, (b) weekly written self-report, (c) daily verbal self-report, and (d) daily written self-report. Results indicated that teachers who reported treatment integrity daily had the highest overall treatment integrity levels, but neither the frequency nor method of treatment integrity assessment significantly influenced the teachers’ level of treatment integrity. However, results suggested that frequency and method of treatment integrity self-report may be related to accuracy of teacher report.

Parameters of Adherence to a Yearlong Daily Report Card Intervention for Students With Attention-Deficit/Hyperactivity Disorder

Given that attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder, which is likely to require sustained treatment, investigations of the adherence to long-term treatments are clearly needed. The current project is the first analysis examining the parameters of adherence to a daily report card (DRC) intervention over the course of an academic school year. To gain a greater understanding of the complexities inherent in long-term treatment implementation, parameters of adherence with respect to specific, setting-related criteria (i.e., month of the school year, day of the week, and consultant contact) were examined. Participants were 33 children enrolled in first through sixth grade. All participants were diagnosed with ADHD (85% were diagnosed with comorbid oppositional defiant disorder or conduct disorder), received special education services, and were assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC intervention. Overall, results provide preliminary support for the utility of the DRC as a sustainable intervention for the duration of an entire school year. Although rates of adherence were relatively stable, a fine-grained examination indicated variability in adherence across days of the week and around behavioral consultation meetings. These results contribute to the research literature supporting the utility of continued behavioral support to enhance treatment adherence.

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

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.

Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior

This study examined the percentage of children who respond positively to a daily report card (DRC) intervention and the extent to which students achieve incremental benefits with each month of intervention in a general education classroom. Participants were 66 children (87% male) with attention-deficit hyperactivity disorder or disruptive behavior problems who were enrolled in a school-based intervention program in rural, low-income school districts in a Midwest state. The DRC was implemented by each child's teacher, who received consultation from a graduate student clinician, school district counselor, or school district social worker. A latent class analysis using growth-mixture modeling identified two classes of response patterns (i.e., significant improvement and significant decline). Results indicated that 72% of the sample had all of their target behaviors classified as improved, 8% had all of their targets classified as declining, and 20% had one target behavior in each class. To examine the monthly incremental benefit of the DRC, individual effect sizes were calculated. Results for the overall sample indicated that most children experience a benefit of large magnitude (.78) within the first month, with continued incremental benefits through Month 4. The differential pattern of effect sizes for the group of improvers and the group of decliners offer data to determine when and if the DRC should be discontinued and an alternative strategy attempted. Evidence-based guidelines for practical implementation of the DRC are discussed.

The Relation Between Change in Symptoms and Functioning in Children with ADHD Receiving School-Based Mental Health Services

This study examined the relation between reliable change in symptoms and reliable change in functioning in children with attention deficit hyperactivity disorder (ADHD; N = 64) who were enrolled in a school-based mental health program that included a daily report card intervention, teacher consultation, and behavioral parenting sessions. Parents and teachers completed the disruptive behavior disorders rating scale and the impairment rating scale at pre- and post-treatment. Group-level analyses indicated that symptom improvers demonstrated significant improvement in multiple domains of functioning, whereas symptom no-changers and deteriorators did not. However, individual-level analyses revealed that up to 40% (depending on the domain and the informant) of children achieved reliable symptom change without reliable improvement in functioning, and up to 16% achieved reliable change in functioning without reliable change in symptoms. The results have implications for measurement of treatment outcome.

Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students

This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moderately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent–teacher consultation may help to reduce the research to practice gap in evidence-based school interventions.