TY - JOUR
T1 - The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior
AU - Riden, Benjamin S.
AU - Taylor, Jonté C.
AU - Scheeler, Mary Catherine
AU - Lee, David L.
AU - McCloskey, Andrea V.
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2021/9
Y1 - 2021/9
N2 - 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.
AB - 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.
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U2 - 10.1177/01626434211033580
DO - 10.1177/01626434211033580
M3 - Article
AN - SCOPUS:85112334306
SN - 0162-6434
VL - 36
SP - 127
EP - 140
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
IS - 3
ER -