Good, bad, or in‐between: How does the daily behavior report card rate?

By Sandra M. Chafouleas, T. C. Riley-Tillman, J. McDougal. 2002

105 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/beeede30e61fa47840c3a98851fa7f7fe46d2ea8

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior (2009, background): “Chafouleas, Riley-Tillman, and McDougal (2002) provided the initial conceptualization of using daily behavior report cards (e.g., point cards, home-school notes, self-monitoring cards) as a method of assessment.”
Effective Intervention for Behavior With a Daily Behavior Report Card: A Meta-Analysis (2010, methodology): “Chafouleas et al. (2002) echoed early criticisms (Atkeson & Forehand, 1979) of research with DBRCs. Specifically, these authors found that much of the literature was methodologically flawed and suggested caution when interpreting findings.”
School‐based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning (2006, background): “…when goals are few in number and stated in a positive manner, both academic and behavioural goals are included, feedback is provided by subject or class period, and parents are included in the planning process (Chafouleas et al., 2002; DuPaul & Stoner, 2003; Pfiffner, Barkley, & DuPaul, 2006).”
Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior (2008, methodology): “In a review by Chafouleas et al. (2002), it was suggested that DBRs may be feasible (e.g., Nolan & Gadow, 1994; Pelham, 1993) and acceptable (e.g., Turco & Elliott, 1986) and that they may serve as a way to increase parent–teacher communication (e.g., McCain & Kelley, 1993).”
The Effects of a Targeted Intervention to Reduce Problem Behaviors (2008, unknown): “The elements of CICO systems have been used in schools for many years (Blechman, Taylor, & Schrader, 1981; Burkwist, Mabee, & McLaughlin, 1987; Chafouleas, McDougal, Riley-Tillman, Panahon, & Hilt, 2005; Chafouleas, Riley-Tillman, & McDougal, 2002; Condon & Tobin, 2001; Fairchild, 1983; Galloway &”
Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers (2007, background): “…(e.g., Crone, Horner, & Hawken, 2004), and data obtained have been suggested to provide a highly feasible source of frequent behavioral information (Chafouleas et al., 2002; Chafouleas, RileyTillman, & Sassu, 2006), limited empirical investigation into the psychometric properties of DBRs has…”