Incremental Benefits of a Daily Report Card Over Time for Youth with Disruptive Behavior: Replication and Extension
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ORIGINAL PAPER
Incremental Benefits of a Daily Report Card Over Time for Youth with Disruptive Behavior: Replication and Extension Alex S. Holdaway1 · Chelsea L. Hustus2 · Julie Sarno Owens2 · Steven W. Evans2 · Erika K. Coles3 · Theresa E. Egan1 · Lina Himawan2 · Allison K. Zoromski4 · Anne E. Dawson5 · Clifton S. Mixon6
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student–teacher dyads (Kindergarten— 5th grade), we sought to replicate previous findings with an independent sample and advance the literature by using a nonparametric effect size (ES) that accounts for baseline trends, examining academic and behavioral DRC target behaviors separately, and examining differences between optimal and suboptimal intervention responders. Replicating findings from the previous study, large improvement in behavioral and academic DRC target behaviors was demonstrated in the first month of intervention, with small incremental gains and/or maintenance of effects observed in months 2, 3, and 4. Differences assessed between optimal and suboptimal responders were not statistically significant. However, trends, particularly those for optimal and suboptimal responders to behavioral targets on the DRC, suggest that teacher consistency in responding to classroom rule violations is an important variable for future study. The results replicate previous findings and suggest important directions for future research on classroom intervention implementation and intervention decision making. Keywords Daily report card · School-based intervention · ADHD · Disruptive behavior
Introduction Students who exhibit disruptive and off-task behavior (e.g., impulsivity, inattention, oppositionality) can have a detrimental effect on the learning environment (Kos et al., 2006; Wehby et al., 2003). Disruptive behavior is stressful for * Julie Sarno Owens [email protected] 1
Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA, USA
2
Department of Psychology, Ohio University, Porter Hall 200, Athens, OH 45701, USA
3
Department of Psychology, Florida International University, Miami, FL, USA
4
Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA
5
Department of Pediatric Psychology, Nationwide Children’s, Columbus, OH, USA
6
Ochsner Hospital for Children, Jefferson, LA, USA
teachers (Greene et al., 2002) and is associated with teacher burnout and job dissatisfaction (Evers et al., 2004; Skaalvik & Skaalvik, 2007). Students who exhibit these behaviors are often referred for services (Keenan & Wakschlag, 2000) and are at risk for academic impairment, grade retention, and school dropout (Barbaresi et al., 2007; Lo
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