Acceptability and Reported Use of Daily Behavior Report Cards Among Teachers
In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a s...
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| Veröffentlicht in: | Journal of positive behavior interventions 2006-07, Vol.8 (3), p.174-182 |
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| container_title | Journal of positive behavior interventions |
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| creator | Chafouleas, Sandra M. Riley-Tillman, T. Chris Sassu, Kari A. |
| description | In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings suggested that the format of DBRCs varies widely, suggesting that teachers have found the DBRC to be highly adaptive in representing a broad array of possibilities rather than having a single, scripted purpose. An additional noteworthy finding relates to the general acceptance of DBRCs by teachers as both behavior-monitoring tools and as components in interventions. In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. Limitations, future directions, and implications are discussed. |
| doi_str_mv | 10.1177/10983007060080030601 |
| format | Article |
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Chris ; Sassu, Kari A.</creator><creatorcontrib>Chafouleas, Sandra M. ; Riley-Tillman, T. Chris ; Sassu, Kari A.</creatorcontrib><description>In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings suggested that the format of DBRCs varies widely, suggesting that teachers have found the DBRC to be highly adaptive in representing a broad array of possibilities rather than having a single, scripted purpose. An additional noteworthy finding relates to the general acceptance of DBRCs by teachers as both behavior-monitoring tools and as components in interventions. In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. 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In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. 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| source | SAGE Journals Online |
| subjects | Behavior Behavior Problems Educational materials Instructional design Intervention Polls & surveys Positive Behavior Supports Positive Reinforcement Report Cards Student Behavior Student Evaluation Teacher Surveys Teachers |
| title | Acceptability and Reported Use of Daily Behavior Report Cards Among Teachers |
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