The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implem...

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Bibliographic Details
Published in:Journal of special education technology 2021-09, Vol.36 (3), p.127-140
Main Authors: Riden, Benjamin S., Taylor, Jonté C., Scheeler, Mary Catherine, Lee, David L., McCloskey, Andrea V.
Format: Article
Language:English
Subjects:
Accountability
Autism
Autism Spectrum Disorders
Behavior Modification
Behavior Problems
Educational technology
Effect Size
Electronic Publishing
High School Students
Intervention
Pervasive Developmental Disorders
Preservice Teachers
Program Effectiveness
Program Implementation
Report Cards
Special education
Special Education Teachers
Student behavior
Student Records
Student Teaching
Students with Disabilities
Teaching Experience
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Summary:An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.
ISSN:0162-6434
2381-3121
DOI:10.1177/01626434211033580