Daily Behavior Report Cards

An Evidence-Based System of Assessment and Intervention
1. Auflage 2013
ISBN: 978-1-4625-0923-2
Verlag: Guilford Publications

Buch, Englisch, 130 Seiten, Format (B × H): 204 mm x 265 mm, Gewicht: 308 g

Reihe: The Guilford Practical Intervention in the Schools Series

This book presents everything needed to design and implement daily behavior report cards (DRCs), a flexible and dynamic system for promoting positive student behaviors and overcoming barriers to learning. DRCs offer a way to reward K-12 students for achieving clearly defined goals while building school-home collaboration. Teachers can implement the authors' evidence-based approach in just minutes a day, and it is fully compatible with multi-tiered systems of support. In a convenient large-size format, the book includes helpful reproducible forms. Purchasers get access to a Web page where they can download the reproducible forms (and have the option to fill in forms on-screen before printing) plus additional useful tools for charting student progress.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Volpe, Robert J

Fabiano, Gregory A

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Foreword, William E. Pelham, Jr.
1. Introduction
2. Identifying Students Who Might Benefit from a DRC
3. Problem Identification
4. DRC Design
5. Explaining the DRC to Students
6. Working with Parents: Establishing a Home-Based Reward System
7. Monitoring Progress and Evaluating the DRC
8: Incorporating Self-Monitoring within the DRC Intervention to Promote Maintenance and Generalization, Amy M. Briesch and Brian Daniels
9. Problems and Solutions
Appendix A. ISIS Teacher Rating Form
Appendix B. Screening Interview Form
Appendix C. Problem Identification Interview Form
Appendix D. Baseline Data Collection Form
Appendix E. Examples of DRCs
Appendix F. Home Reward Planning Sheet
Appendix G. DRC Contract and Parent Letter
Appendix H. DRC Design Interview Form
Appendix I. Treatment Integrity Form
Appendix J. DRC Evaluation Interview Form
Appendix K. SM-DRC Training Form

Über Autor(innen)

Robert J. Volpe, PhD, is Professor and Chair of Applied Psychology at Northeastern University and Co-Director of the Center for Research in School-based Prevention. His research focuses on behavioral assessment in school-based problem-solving models, and evaluating classroom interventions for students with behavior problems. He is President of the Society for the Study of School Psychology and serves on the editorial boards of the Journal of School Psychology, School Psychology Review, School Mental Health, and the Journal of Attention Disorders. Dr. Volpe has authored or coauthored over 90 journal articles and book chapters.

Gregory A. Fabiano, PhD, is Professor of Counseling, School, and Educational Psychology in the Graduate School of Education at the University at Buffalo, State University of New York. He conducts research on evidence-based assessments and treatments for disruptive behavior disorders, with a particular focus on attention-deficit/hyperactivity disorder. Dr. Fabiano is a recipient of the Presidential Early Career Award for Scientists and Engineers, the nation’s highest honor for early-career investigators. He is author or coauthor of over 50 peer-reviewed publications and book chapters.