Using a Daily Report Card to Reduce Off-Task Behaviors for a Student with Autism Spectrum Disorder

Riden, Benjamin S.; Taylor, Jonté; Ruiz, Sal; Lee, David L.; Scheeler, Mary Catherine

doi:10.1007/s10864-020-09382-6

Cited by 7 publications

(11 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Traditionally, DBRC studies have yielded positive effects (e.g., LeBel et al, 2013;Owens et al, 2012;Sanetti et al, 2016) for students with a range of disabilities. The social validity of DBRC have been reported as mostly favorable (e.g., Riden et al, 2020;Williams et al, 2012) which has been documented in this study as well. Perhaps the most promising findings of this study is the high treatment integrity of the eDBRC.…”

Section: Extending Dbrc Researchsupporting

confidence: 81%

“…Beyond evaluating the efficacy of DBRCs for students and classroom teachers, recent research examines the use of DBRCs for novice and pre-service teachers specifically. Riden et al, (2020) examined the effectiveness of a DBRC implemented by a preservice special education teacher to reduce problematic and disruptive behavior of a high school female with autism spectrum disorder (ASD). A DBRC package consisting of (a) operational definitions of target behaviors;…”

Section: Research On Daily Behavior Report Cardsmentioning

confidence: 99%

“…Electronic daily behavior report card. An eDBRC package, adapted from Riden et al (2020) was created and consisted of operational definitions of target behavior, simple number rating system, daily monitoring of behaviors, feedback provided to participants on their behavior, and communication of performance between the teachers and home. The eDBRC was created using Google Forms and daily summary sheet using Google Sheets.…”

Section: Independent Variablementioning

confidence: 99%

“…The historical record of DBRC implementation indicates that DBRC can be used for the duration of an entire school year (i.e., Vujnovic et al, 2013) or in a more truncated time span (Cowart, 1999), spanning age groups from preschool (i.e., LeBel et al, 2013) to high school (Riden et al, 2020), across several disabilities categories (see Riden et al, 2018;Vannest et al, 2010, and can be used to measure multiple behaviors at the same time (e.g., Burke et al, 2009). The current study extends these results using an electronic delivery method.…”

Section: Extending Dbrc Researchmentioning

confidence: 99%

See 3 more Smart Citations

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

Riden

Taylor

Scheeler

et al. 2021

J Spec Educ Technol

Self Cite

View full text Add to dashboard Cite

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

show abstract

Section: Extending Dbrc Researchsupporting

confidence: 81%

Section: Research On Daily Behavior Report Cardsmentioning

confidence: 99%

Section: Independent Variablementioning

confidence: 99%

Section: Extending Dbrc Researchmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

Riden

Taylor

Scheeler

et al. 2021

J Spec Educ Technol

Self Cite

View full text Add to dashboard Cite

show abstract

“…This usually involves having a student tally or mark each time a behavior occurred, or rating their behavior at regular intervals. Additional components have also been used to target individual student needs, such as goal setting, graphing, or check-ins to discuss student outcomes (Riden et al, 2020). However, including additional components in a paper and pencil format is time consuming, which may make it less likely for educators to use self-monitoring in their classrooms.…”

Section: Electronic Self-monitoring Interventionsmentioning

confidence: 99%

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

Kumm

Talbott

Jolivette

2021

J Spec Educ Technol

View full text Add to dashboard Cite

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students’ academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.

show abstract

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Sulu¹,

Martella²,

Grimmet³

et al. 2022

Rev J Autism Dev Disord

View full text Add to dashboard Cite

Although there is a consensus regarding the positive effects of self-monitoring interventions on improving on-task behaviors of students with disabilities, the findings for maintenance and generalization have not been shown to be consistent across studies (i.e., Cook & Sayeski, 2020;Wood et al., 2002). The current study aimed to assess the research analyzing the effects of self-management on students' on-task behavior using the What Works Clearinghouse design standards (Kratochwill et al., 2013) and the resulting maintenance and generalization of on-task behaviors (if any) in specific using standards developed by Neely et al. (2016) andNeely et al. (2018). The findings indicate that programming for maintenance and generalization of on-task behavior in self-monitoring interventions are generally poor in quality and quantity.

show abstract

Using a Daily Report Card to Reduce Off-Task Behaviors for a Student with Autism Spectrum Disorder

Cited by 7 publications

References 43 publications

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

Investigating the Effects of Self-Monitoring Interventions with Students with Disabilities on the Maintenance and Generalization of On-Task Behavior: A Systematic Literature Review

Contact Info

Product

Resources

About