A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017

Authors

Benjamin S. Riden, Pennsylvania State University
Jonte' C. Taylor, Pennsylvania State University
David L. Lee, Pennsylvania State University
Mary Catherine Scheeler, Pennsylvania State University

Abstract

Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors or identified with disabilities. We identified eleven studies in the literature examining DBRCs with 390 participants with attention‐deficit hyperactivity disorder, specific learning disabilities, emotional behavioral disorders, speech and language, multiple disabilities, other health impairments, or considered to have disruptive behavior in Pre‐K through sixth grade academic settings. We also calculated effect sizes overall for each study and student‐based characteristics. Findings suggest that using DBRCs have a range from weak to strong impact on the academic and social behaviors of students considered to have disruptive behaviors or students with disabilities in classroom settings. We present implications for research and practice.

Recommended Citation

Riden, Benjamin S.; Taylor, Jonte' C.; Lee, David L.; and Scheeler, Mary Catherine (2018) "A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017," The Journal of Special Education Apprenticeship: Vol. 7: No. 1, Article 3.
DOI: https://doi.org/10.58729/2167-3454.1062
Available at: https://scholarworks.lib.csusb.edu/josea/vol7/iss1/3