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Incremental Benefits of a Daily Report Card Over Time for Youth with Disruptive Behavior: Replication and Extension

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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.

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Notes

  1. Including treatment condition as a covariate in all MANOVA and MANCOVA analyses comparing differences between optimal and suboptimal responders did not change the pattern of results. It was omitted from the presented analyses for ease of interpretation.

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Acknowledgements

This study was funded by the Institute of Education Sciences (R324A120272). The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education. The authors express their gratitude to the educators, administrators, and families in the participating school districts for their collaboration.

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Authors and Affiliations

  1. Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children’s Hospital of Philadelphia, Philadelphia, PA, USA

    Alex S. Holdaway & Theresa E. Egan

  2. Department of Psychology, Ohio University, Porter Hall 200, Athens, OH, 45701, USA

    Chelsea L. Hustus, Julie Sarno Owens, Steven W. Evans & Lina Himawan

  3. Department of Psychology, Florida International University, Miami, FL, USA

    Erika K. Coles

  4. Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA

    Allison K. Zoromski

  5. Department of Pediatric Psychology, Nationwide Children’s, Columbus, OH, USA

    Anne E. Dawson

  6. Ochsner Hospital for Children, Jefferson, LA, USA

    Clifton S. Mixon

Authors
  1. Alex S. Holdaway
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  2. Chelsea L. Hustus
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  3. Julie Sarno Owens
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  4. Steven W. Evans
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  5. Erika K. Coles
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  6. Theresa E. Egan
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  7. Lina Himawan
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  8. Allison K. Zoromski
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  9. Anne E. Dawson
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  10. Clifton S. Mixon
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Correspondence to Julie Sarno Owens.

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Ethical Standard

Procedures were approved by the institutional review boards at both universities and within all school districts. All procedures were performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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Holdaway, A.S., Hustus, C.L., Owens, J.S. et al. Incremental Benefits of a Daily Report Card Over Time for Youth with Disruptive Behavior: Replication and Extension. School Mental Health 12, 507–522 (2020). https://doi.org/10.1007/s12310-020-09375-w

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  • DOI: https://doi.org/10.1007/s12310-020-09375-w

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