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An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students With Attention-Deficit/Hyperactivity Disorder in Special Education Placements

University at Buffalo, State University of New York, fabiano{at}buffalo.edu

Rebecca Vujnovic

University at Buffalo, State University of New York

Justin Naylor

University at Buffalo, State University of New York

Meaghan Pariseau

University at Buffalo, State University of New York

Melissa Robins

Roswell Park Cancer Institute for Upper Gastrointestinal Cancers

Many children with attention-deficit/hyperactivity disorder (ADHD) are eligible for special education services because of problems with academic and/or social functioning. Thus, a considerable proportion of children with ADHD have individualized education plans (IEPs) that list operationalized goals and objectives for each student. Conceptually, the majority of these children fall within Tiers 2 and 3 of a tiered intervention system because of a need for more intensive behavioral supports. Given the potentially variable behavior of these students in classroom settings and a concurrent need to demonstrate the effectiveness of intervention outcomes, frequent and sustained monitoring of goals and objectives is necessary. For this purpose, direct behavior rating scales such as a Daily Behavior Report Card (DBRC) may serve as an efficient and effective mechanism for progress monitoring. In a sample of 63 students with ADHD receiving special education services, initial psychometric information for the temporal stability, interrater reliability, and content validity of an idiographic, multi-item DBRC is presented. Procedures for integrating a DBRC into standard progress monitoring procedures likely to be useful in intervention monitoring at Tiers 2 and 3 are discussed.

Key Words: attention-deficit/hyperactivity disorder • Daily Behavior Report Card • monitor • progress

This version was published on September 1, 2009

Assessment for Effective Intervention, Vol. 34, No. 4, 231-241 (2009)
DOI: 10.1177/1534508409333344


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