Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card

Gregory A. Fabiano, Rebecca K. Vujnovic, William E. Pelham, Daniel A. Waschbusch, Greta M. Massetti, Meaghan E. Pariseau, Justin Naylor, Jihnhee Yu, Melissa Robins, Tarah Carnefix, Andrew R. Greiner, Martin Volker

Research output: Contribution to journalReview articlepeer-review

101 Scopus citations

Abstract

Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirtythree children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child's individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student-teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed.

Original languageEnglish (US)
Pages (from-to)219-239
Number of pages21
JournalSchool Psychology Review
Volume39
Issue number2
StatePublished - Jun 1 2010

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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