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

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Title: Using a Daily Report Card to Reduce Off-Task Behaviors for a Student with Autism Spectrum Disorder.
Authors: Riden, Benjamin S. (AUTHOR), Taylor, Jonté C. (AUTHOR), Ruiz, Sal (AUTHOR), Lee, David L. (AUTHOR), Scheeler, Mary Catherine (AUTHOR)
Source: Journal of Behavioral Education. Sep2021, Vol. 30 Issue 3, p397-416. 20p. 1 Diagram.
Subjects: Autism spectrum disorders, Special education teachers, Report cards, Attention-deficit hyperactivity disorder, Learning disabilities, Beginning teachers
Abstract: Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students in primary grades, with a limited number of studies examining students in secondary grades, in particular students in high school. Even fewer studies have examined the effectiveness of DBRCs implemented by novice special educators. The purpose of the current study was twofold: (1) to examine the effectiveness of a DBRC in reducing off-task classroom behavior for a high school student with autism spectrum disorder (ASD) and (2) to evaluate the delivery of an intensive intervention by a novice special education teacher. A preservice special education teacher implemented the intervention. A changing criterion design was used to examine the effectiveness of the intervention. We analyzed the data using visual analysis and calculated effect sizes using Tau-U. The results suggested that DBRCs are an acceptable and effective treatment for reducing off-task behavior with a student with ASD when implemented by a novice special education teacher. Data were collected to measure the novice teacher's implementation fidelity. Additionally, the results showed that a novice special education teacher can be trained to implement a behavior management program for a student presenting inappropriate classroom behaviors with high fidelity. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Using a Daily Report Card to Reduce Off-Task Behaviors for a Student with Autism Spectrum Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Riden%2C+Benjamin+S%2E%22">Riden, Benjamin S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Taylor%2C+Jonté+C%2E%22">Taylor, Jonté C.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ruiz%2C+Sal%22">Ruiz, Sal</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+David+L%2E%22">Lee, David L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Scheeler%2C+Mary+Catherine%22">Scheeler, Mary Catherine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Sep2021, Vol. 30 Issue 3, p397-416. 20p. 1 Diagram.
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  Data: <searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Report+cards%22">Report cards</searchLink><br /><searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink>
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  Data: Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students in primary grades, with a limited number of studies examining students in secondary grades, in particular students in high school. Even fewer studies have examined the effectiveness of DBRCs implemented by novice special educators. The purpose of the current study was twofold: (1) to examine the effectiveness of a DBRC in reducing off-task classroom behavior for a high school student with autism spectrum disorder (ASD) and (2) to evaluate the delivery of an intensive intervention by a novice special education teacher. A preservice special education teacher implemented the intervention. A changing criterion design was used to examine the effectiveness of the intervention. We analyzed the data using visual analysis and calculated effect sizes using Tau-U. The results suggested that DBRCs are an acceptable and effective treatment for reducing off-task behavior with a student with ASD when implemented by a novice special education teacher. Data were collected to measure the novice teacher's implementation fidelity. Additionally, the results showed that a novice special education teacher can be trained to implement a behavior management program for a student presenting inappropriate classroom behaviors with high fidelity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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