Using a Daily Report Card to Reduce Off-Task Behaviors for a Student with Autism Spectrum Disorder

Autor/inn/en	Riden, Benjamin S.; Taylor, Jonté C.; Ruiz, Sal; Lee, David L.; Scheeler, Mary Catherine
Titel	Using a Daily Report Card to Reduce Off-Task Behaviors for a Student with Autism Spectrum Disorder
Quelle	In: Journal of Behavioral Education, 30 (2021) 3, S.397-416 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riden, Benjamin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09382-6
Schlagwörter	Report Cards; Behavior Problems; Behavior Modification; Classroom Techniques; High School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Program Implementation; Program Effectiveness; Special Education Teachers; Beginning Teachers; Intervention + Suchen Sie Ihr Suchwort? Berichtszeugnis; Behaviour modification; Verhaltensänderung; Klassenführung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Autismus; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer
Abstract	Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students in primary grades, with a limited number of studies examining students in secondary grades, in particular students in high school. Even fewer studies have examined the effectiveness of DBRCs implemented by novice special educators. The purpose of the current study was twofold: (1) to examine the effectiveness of a DBRC in reducing off-task classroom behavior for a high school student with autism spectrum disorder (ASD) and (2) to evaluate the delivery of an intensive intervention by a novice special education teacher. A preservice special education teacher implemented the intervention. A changing criterion design was used to examine the effectiveness of the intervention. We analyzed the data using visual analysis and calculated effect sizes using Tau-U. The results suggested that DBRCs are an acceptable and effective treatment for reducing off-task behavior with a student with ASD when implemented by a novice special education teacher. Data were collected to measure the novice teacher's implementation fidelity. Additionally, the results showed that a novice special education teacher can be trained to implement a behavior management program for a student presenting inappropriate classroom behaviors with high fidelity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01