Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents

Autor/inn/en	Daniels, Brian; Bender, Stacy L.; Briesch, Amy M.; Susilo, Annisha; Fallon, Lindsay M.
Titel	Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents
Quelle	In: Contemporary School Psychology, 27 (2023) 2, S.303-316 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniels, Brian) ORCID (Bender, Stacy L.) ORCID (Briesch, Amy M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00387-0
Schlagwörter	Preschool Education; Preschool Teachers; Parents; Report Cards; Intervention; Preschool Children; Time Factors (Learning); Parent Teacher Cooperation; Attitudes; Parent Participation; Learner Engagement; Student Behavior; Behavior Problems; Cues; Communication Strategies + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Eltern; Berichtszeugnis; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Attitude; Einstellung; Verhalten; Elternmitwirkung; Student behaviour; Schülerverhalten; Stichwort; Kommunikationsstrategie
Abstract	Daily report card (DRC) intervention provides a structured method for increasing communication between teachers and parents regarding student behavior; however, limited research has investigated the effectiveness and acceptability of DRC intervention with preschool students. Additionally, effectiveness of DRC intervention is enhanced when parents provide consistent reinforcement for students' goal attainment. The purposes of the study were to (a) extend DRC intervention to examine effectiveness and acceptability with preschool students and (b) evaluate the impact of proactive antecedent e-mail prompts on home intervention integrity (i.e., parents' provision of contingent reinforcement). DRC intervention was implemented in a multiple-baseline-across-subjects design for 3 preschool students to evaluate impacts of (a) the intervention on classroom engagement and disruptive behavior measured via systematic direct observation and (b) proactive antecedent e-mail prompts on parents' home intervention integrity. Although DRC intervention resulted in negligible level changes in student engagement and disruptive behavior, variability of disruptive behavior reduced following intervention. Antecedent e-mail prompts did not improve home intervention integrity due to high baseline levels (i.e., ceiling effects). Finally, parents and teachers found DRC intervention to be feasible and appropriate for preschool. Limitations of the study and implications for expanding DRC intervention to preschool are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01