1st Edition
Daily Behavior Report Cards An Evidence-Based System of Assessment and Intervention
130 Pages
by
Guilford Press
This book presents everything needed to design and implement daily behavior report cards (DRCs), a flexible and dynamic system for promoting positive student behaviors and overcoming barriers to learning. DRCs offer a way to reward K-12 students for achieving clearly defined goals while building school-home collaboration. Teachers can implement the authors' evidence-based approach in just minutes a day, and it is fully compatible with multi-tiered systems of support. In a convenient large-size format, the book includes helpful reproducible forms. Purchasers get access to a Web page where they can download the reproducible forms (and have the option to fill in forms on-screen before printing) plus additional useful tools for charting student progress.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Foreword, William E. Pelham, Jr.
1. Introduction
2. Identifying Students Who Might Benefit from a DRC
3. Problem Identification
4. DRC Design
5. Explaining the DRC to Students
6. Working with Parents: Establishing a Home-Based Reward System
7. Monitoring Progress and Evaluating the DRC
8: Incorporating Self-Monitoring within the DRC Intervention to Promote Maintenance and Generalization, Amy M. Briesch and Brian Daniels
9. Problems and Solutions
Appendix A. ISIS Teacher Rating Form
Appendix B. Screening Interview Form
Appendix C. Problem Identification Interview Form
Appendix D. Baseline Data Collection Form
Appendix E. Examples of DRCs
Appendix F. Home Reward Planning Sheet
Appendix G. DRC Contract and Parent Letter
Appendix H. DRC Design Interview Form
Appendix I. Treatment Integrity Form
Appendix J. DRC Evaluation Interview Form
Appendix K. SM-DRC Training Form
1. Introduction
2. Identifying Students Who Might Benefit from a DRC
3. Problem Identification
4. DRC Design
5. Explaining the DRC to Students
6. Working with Parents: Establishing a Home-Based Reward System
7. Monitoring Progress and Evaluating the DRC
8: Incorporating Self-Monitoring within the DRC Intervention to Promote Maintenance and Generalization, Amy M. Briesch and Brian Daniels
9. Problems and Solutions
Appendix A. ISIS Teacher Rating Form
Appendix B. Screening Interview Form
Appendix C. Problem Identification Interview Form
Appendix D. Baseline Data Collection Form
Appendix E. Examples of DRCs
Appendix F. Home Reward Planning Sheet
Appendix G. DRC Contract and Parent Letter
Appendix H. DRC Design Interview Form
Appendix I. Treatment Integrity Form
Appendix J. DRC Evaluation Interview Form
Appendix K. SM-DRC Training Form
Biography
Robert J. Volpe, PhD, is Professor and Chair of Applied Psychology at Northeastern University and Co-Director of the Center for Research in School-based Prevention. His research focuses on behavioral assessment in school-based problem-solving models, and evaluating classroom interventions for students with behavior problems. He is President of the Society for the Study of School Psychology and serves on the editorial boards of the Journal of School Psychology, School Psychology Review, School Mental Health, and the Journal of Attention Disorders. Dr. Volpe has authored or coauthored over 90 journal articles and book chapters.
Gregory A. Fabiano, PhD, is Professor of Counseling, School, and Educational Psychology in the Graduate School of Education at the University at Buffalo, State University of New York. He conducts research on evidence-based assessments and treatments for disruptive behavior disorders, with a particular focus on attention-deficit/hyperactivity disorder. Dr. Fabiano is a recipient of the Presidential Early Career Award for Scientists and Engineers, the nation’s highest honor for early-career investigators. He is author or coauthor of over 50 peer-reviewed publications and book chapters.
Gregory A. Fabiano, PhD, is Professor of Counseling, School, and Educational Psychology in the Graduate School of Education at the University at Buffalo, State University of New York. He conducts research on evidence-based assessments and treatments for disruptive behavior disorders, with a particular focus on attention-deficit/hyperactivity disorder. Dr. Fabiano is a recipient of the Presidential Early Career Award for Scientists and Engineers, the nation’s highest honor for early-career investigators. He is author or coauthor of over 50 peer-reviewed publications and book chapters.
"This book is a shining example of translating research into practice. Volpe and Fabiano have successfully met their goal of helping school- and community-based practitioners use DRCs in a highly effective and feasible fashion. DRCs are agile intervention tools that can be individualized for different children or classrooms and that fit into multi-tiered systems of support. Containing clear instructions for implementation, this essential intervention guide should be in the libraries of all practitioners and researchers working with students at risk for academic or behavioral difficulties. It is an important text for graduate-level courses in school-based problem solving and intervention."--George J. DuPaul, PhD, Department of Education and Human Services, Lehigh University
"This book describes a practical and straightforward approach for supporting students with academic and behavior problems. The authors provide step-by-step guidance for assessment, intervention, data collection, and evaluation, as well as home-school collaboration, in a clear and understandable manner. DRCs are valuable tools for structuring, monitoring, and rewarding appropriate classroom behaviors."--Michael George, EdD, Director, Centennial School of Lehigh University
"In an era of increasing demands, diminishing resources, and mounting accountability, Volpe and Fabiano offer an unparalleled resource for school-based practitioners and graduate students. Using a tiered intervention framework, the authors skillfully guide the reader through the process of developing and utilizing DRCs in a way that meets individual students' needs. Practitioners are empowered to use DRCs creatively and effectively. This book will quickly become a 'go-to' resource on practitioners' bookshelves, and I will definitely adopt it for my classes in behavioral consultation."--Joan A. Struzziero, PhD, Department of Counseling and School Psychology, University of Massachusetts-Boston; practitioner/field supervisor, Scituate (Massachusetts) Public Schools
"A phenomenal resource for school practitioners and classroom teachers who are invested in improving students' behavior and performance. The authors provide very specific instructions for how to begin with an assessment, move to a daily report card, and then transition to self-management. Reproducible forms and materials for successful implementation are included, as are numerous helpful examples throughout the chapters. Although the instructions are detailed and specific, they provide the reader with plenty of flexibility to make DRCs work in a wide variety of classroom settings and situations."--Steven W. Evans, PhD, Professor of Psychology and Co-Director, Center for Intervention Research in Schools, Ohio University
"DRCs are an effective, versatile, and virtually free method for school-based intervention, progress monitoring, and school-home communication. Volpe and Fabiano provide detailed procedures for implementing this practice, from screening students to troubleshooting challenges. School personnel will appreciate the reproducible forms in the book and online, plus a wealth of recommendations based on the authors' extensive research."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports-School social workers working with children of all ages will benefit from reading Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention. The authors share theory to enable the reader to understand the construct governing the DRC; however, they primarily focus on the how to, allowing the reader to gain practical knowledge about how to initiate and integrate this evidence-based intervention. An additional strength of the book is a full appendix with reproducible forms described throughout the book and case example to better explain the steps to follow when implementing a DRC. The text is fresh and relevant to both new and seasoned school social workers, building and enhancing the repertoire of evidence-based strategies for supporting students.--School Social Work Journal, 6/1/2014
