Calvin Won’t Sit Down! The Daily Behavior Report Card: A Practical Technique to Change Student Behavior and Increase School-Home Communication

Abstract

Calvin is a student who will not stay in his seat. He calls out constantly. Calvin does not complete his class work, and his homework is rarely returned. Do you have a student like Calvin? Does he fail to turn in homework, or act disrespectfully toward teachers and peers? Easy to implement, the Daily Behavior Report Card is an empirically based behavioral intervention that can help busy teachers better manage their classroom.

Keywords

academic behavior(s)management/modification emotional disturbance disorders/disabilities teaching strategies efficacy/effectiveness practices

Get full access to this article

View all access options for this article.

References

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.

Cary

D. E.

(2006). The effects of a teacher mentoring program on teacher efficacy and student behavior. Available from ProQuest.

Chavkin

N. F.

Williams

D. L.

(1988). Critical issues in teacher training for parent involvement. Educational Horizons, 66, 87–89.

Cooper

J. O.

Heron

T. E.

Heward

W. L.

(2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Dauber

S. L.

Epstein

J. L.

(1993). Parents’ attitudes and practices of involvement in inner-city elementary and middle schools. In Chavkin

N. F.

(Ed.), Families and schools in a pluralistic society (pp. 53–71). Albany: State University of New York.

Dixon

M. R.

Jackson

J. W.

Small

S. L.

King-Horner

M. J.

Lik

N. M. K.

Rosales

(2009). Creating single-subject design graphs in Microsoft excel™. Journal of Applied Behavior Analysis, 42, 277–293.

Duncan

Jr. (1969). Nonverbal communication. Psychological Bulletin, 72, 118-137. doi:10.1037/h0027795

Fabiano

G. A.

Vujnovic

R. K.

Pelham

W. E.

Waschbusch

D. A.

Massetti

G. M.

Pariseau

M. E.

. . . Volker

(2010). Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39, 219–239.

Fenton

McFarland-Piazza

(2014). Supporting early childhood preservice teachers in their work with children and families with complex needs: A strengths approach. Journal of Early Childhood Teacher Education, 35, 22–38.

10.

Hagopian

L. P.

Fisher

W. W.

Thompson

R. H.

Owen-DeSchryver

Iwata

B. A.

Wacker

D. P.

(1997). Toward the development of structured criteria for interpretation of functional analysis data. Journal of Applied Behavior Analysis, 30, 313–326.

11.

Henderson

(1987). The evidence continues to grow: Parent involvement improves student achievement. Columbia, MD: National Committee for Citizens in Education.

12.

Hoover-Dempsey

K. V.

Walker

J. M.

Jones

K. P.

Reed

R. P.

(2002). Teachers involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18, 843–867.

13.

Jurbergs

Palcic

Kelley

M. L.

(2007). School-home notes with and without response cost: Increasing attention and academic performance in low-income children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22, 358–379.

14.

Kaplan

J. S.

Drainville

(1991). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school. Austin, TX: Pro-Ed.

15.

Lane

K. L.

Little

M. A.

Redding-Rhodes

Phillips

Welsh

M. T.

(2007). Outcomes of a teacher-led reading intervention for elementary students at risk for behavioral disorders. Exceptional Children, 174, 47–70.

16.

MetLife. (2010). The Met Life Survey of the American teacher: Collaborating for student success. Retrieved from http://www.metlife.com/assets/cao/contributions/foundation/americanteacher/MetLife_Teacher_Survey_2009.pdf

17.

Murray

McFarland-Piazza

Harrison

L. J.

(2015). Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care, 185, 1031–1052.

18.

Owens

J. S.

Holdaway

A. S.

Zoromski

A. K.

Evans

S. W.

Himawan

L. K.

Girio-Herrera

Murphy

C. E.

(2012). Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy, 43, 848–861.

19.

Power

T. J.

Mautone

J. A.

Soffer

S. L.

Clarke

A. T.

Marshall

S. A.

Sharman

. . . Jawad

A. F.

(2012). A family–school intervention for children with ADHD: Results of a randomized clinical trial. Journal of Consulting and Clinical Psychology, 80, 611–623.

20.

Snyder

T. D.

Dillow

S. A.

Hoffman

C. M.

(2009). The digest of educational statistics, 2008 (NCES 2009020). Washington, DC: NCES.

21.

Vannest

K. J.

Davis

J. L.

Davis

C. R.

Mason

B. A.

Burke

M. D.

(2010). Effective intervention for behavior with a daily behavior report card: A meta-analysis. School Psychology Review, 4, 654–672.

22.

Wagner

Kutash

Duchnowski

A. J.

Epstein

M. H.

(2005). The special education elementary longitudinal study (SEELS) and the national longitudinal transition study (NLTS2): Study designs and implications for children and youth with emotional disturbance. Journal of Emotional and Behavioral Disorders, 13, 25–41.

23.

Weiss

H. M.

Edwards

M. E.

(1992). The family-school collaboration project: Systemic interventions for school improvement. In Christenson

S. L.

Conoley

J. L.

(Eds.), Home-school collaboration: Enhancing children’s academic and social competence (pp. 215–243). Silver Spring, MD: National Association of School Psychologists.

24.

Witt

J. C.

Hannafin

M. J.

Martens

B. K.

(1983). Home-based reinforcement: Behavioral covariation between academic performance and inappropriate behavior. Journal of School Psychology, 21, 337–348. doi:10.1016/0022-4405(83)90047-X