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ERIC Number: EJ958712
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: ERIC
ISSN: ISSN-1074-2956
Daily Behavior Report Cards as Evidence-Based Practice for Teachers
Vannest, Kimberly J.; Burke, Mack D.; Sauber, Stephanie B.; Davis, John L.; Davis, Cole R.
Beyond Behavior, v20 n2 p13-21 Win 2011
Easy-to-use progress-monitoring and intervention techniques are attractive because most teachers are crunched for time and teacher instructional time is often consumed with paperwork, especially for progress monitoring and discipline. Some studies indicate up to 50% of a special educator's time may be spent on paperwork. Methods that serve a dual purpose as intervention and progress monitoring tools may be especially attractive; an example is the Daily Behavior Report Card (DBRC). Previous studies indicate that teachers can integrate DBRCs into regular teaching duties without stopping to count behaviors or schedule time to monitor them. The Individuals With Disabilities Education Improvement Act (IDEIA) strongly urges the use of evidence-based interventions for all students. Many studies demonstrate the good effects of using a DBRC to improve the academic and behavioral performance of students with behavior problems. This article provides recommendations based on evidence for using DBRCs, so that teachers can see the greatest improvements in their students' behavior. (Contains 4 figures.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004