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Expanding Daily Report Card Intervention to the Preschool Setting: Evaluation of Effectiveness and Usability for Teachers and Parents
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.
In the realm of psychology and related fields, like school psychology, obtaining informed consent from clients or participants who are 18 years old or older is mandatory for researchers. However, if the individuals are below 18 years old or under a conservatorship, their assent is crucial even if their parent or legal guardian has provided formal consent. Despite the widespread recognition of the importance of assent during research, there is a lack of research and guidelines on how to obtain it effectively. To bridge this gap, we conducted a review and created a summary of research published in school psychology journals on gaining assent during research studies. The articles were categorized based on the experimental design, population, and level of assent described. Our findings offer a comprehensive overview of the current state of research on gaining assent in school psychology, which will enhance transparency in research methods.
In order to solve the problem that the expression ability and generalization ability of shallow learning network to complex functions are limited, and to improve the accuracy of preschool art education quality evaluation, a preschool art education quality evaluation method based on deep learning network is proposed. Starting from the creation of preschool art education environment, the quality of preschool art education and children’s development, this paper constructs a preschool art education quality evaluation index system including three primary indicators and nine secondary indicators. Take the secondary index in the evaluation index system as the input of the deep learning network, optimize the weights of each layer of the deep learning network by using the unsupervised pre training model, determine the conditional probability distribution and joint probability distribution of each layer in the restricted Boltzmann machine based on the bottom-up unsupervised learning process, and the output layer optimizes the parameters of each layer according to the input DMOS value, Build a regression model between the abstract primary index and DMOS value, and predict and obtain the objective evaluation results of the quality of preschool art education according to the regression model.
Unlabelled:
Early childhood educators are expected to provide the children in their centers high-quality care and preparation for later school success. At the same time, nearly a third of children enter early care and education settings displaying challenging behaviors, which in turn impacts educators' stress levels and wellbeing. It is then unsurprising that classroom management and providing behavioral supports are consistently identified as areas where educators require further training upon entering the workforce. The purpose of this study is to conduct a systematic review of the empirical literature on professional development (PD) approaches targeting these areas for early childhood professionals. Forty-two studies were identified as meeting inclusion criteria and were coded for strategies targeted, the context and characteristics of the PD series, and the research design and outcomes utilized. Findings revealed that studies were highly variable in terms of targeted strategies, format of administration, training dose, research design, educator and child samples, and reporting practices. The majority of studies were conducted with educators from Head Start and public preschools and utilized research staff in the administration of the PD approaches. This indicates a need for more high-quality empirical evidence on PD approaches that cater to the larger early childhood workforce and centers' needs. Implications for researchers and early childhood mental health professionals and administrators are discussed.
Supplementary information:
The online version contains supplementary material available at 10.1007/s12310-022-09562-x.
Multitiered systems of support provide a framework for matching the needs of a struggling student with an appropriate intervention. Experimental evaluations of tiered support systems in grade schools have been conducted for decades but have been less frequently examined in early childhood contexts. A recent meta-analysis of multitiered systems of support in preschool settings exclusively synthesized outcomes from group design studies. Our current review extends this review by synthesizing single-case research examining interventions implemented within tiered support system frameworks in preschool settings. Our data indicate that single-case evaluations of tiered support systems do not frequently meet contemporary standards for rigor nor consistently identify functional relations. Recommendations and considerations for future research are discussed. Copies of completed coding tables, syntax, and supplemental tables referenced throughout the manuscript may be obtained via Open Science Framework at https://osf.io/ghptw/ .
Although high levels of intervention implementation are more likely to lead to improved student outcomes, educators struggle to maintain high implementation levels over time. School psychologists might provide research-supported, consequence-oriented supports (e.g., performance feedback) to promote educators' implementation, yet these are reactive and potentially time intensive. This study evaluated whether a proactive, antecedent-oriented support (i.e., daily, preprogrammed e-mailed prompts) could effectively promote educators' implementation. Findings indicate that for 3 of 4 teachers who participated in this multiple baseline single case design study, implementation of the class-wide behavior intervention improved upon receiving e-mailed prompts. In addition, increases in praise, decreases in corrective statements, and corresponding improvements in student outcomes were noted. This initial study suggests that prompts may be a feasible and effective Tier 1 implementation support that can be incorporated by school psychologists to support educators responsible for delivering interventions in the classroom. Additional implications for future research and school-based practice are discussed.
This study examines the classification accuracy and teacher acceptability of a problem-focused screener for academic and disruptive behavior problems, which is directly linked to evidence-based intervention. Participants included 39 classroom teachers from 2 public school districts in the Northeastern United States. Teacher ratings were obtained for 390 students in Grades K–6. Data from the screening instrument demonstrate favorable classification accuracy, and teacher ratings of feasibility and acceptability support the use of the measure for universal screening in elementary school settings. Results indicate the novel measure should facilitate classroom intervention for problem behaviors by identifying at-risk students and informing targets for daily behavior report card interventions.
The present study is a large-scale randomized trial testing the efficacy of a family-school partnership model (i.e., conjoint behavioral consultation) for promoting behavioral competence and decreasing problem behaviors of students identified by their teachers as disruptive. The focus of this study is on student behavioral outcomes and the potential role of parent-teacher relationships as a mediating variable. Two hundred seven students, from 82 classrooms, and their families and teachers participated. Results indicated that, relative to the control group, students in the conjoint behavioral consultation condition demonstrated greater increases in adaptive behaviors and social skills over the 8-week intervention period. Compared to teachers in the control group, those in the experimental conjoint behavioral consultation condition demonstrated significantly greater change in their reported relationships with parents. Furthermore, improvements in teacher-reported relationships with parents mediated the effects of conjoint behavioral consultation on positive changes in children's behaviors. Interpretation and implications of these findings are discussed.
This study examines the factor structure, reliability and validity of a novel school-based screening instrument for academic and disruptive behavior problems commonly experienced by children and adolescents with attention deficit hyperactivity disorder (ADHD). Participants included 39 classroom teachers from two public school districts in the northeastern United States. Teacher ratings were obtained for 390 students in grades K-6. Exploratory factor analysis supports a two-factor structure (oppositional/disruptive and academic productivity/disorganization). Data from the screening instrument demonstrate favorable internal consistency, temporal stability and convergent validity. The novel measure should facilitate classroom intervention for problem behaviors associated with ADHD by identifying at-risk students and determining specific targets for daily behavior report card interventions. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The Daily Behavior Report Card is an intervention showing promise in various formats and in multiple settings. A meta-analysis evaluated the size of effects obtained from Daily Behavior Report Card interventions within single case research designs, investigating six potential moderators of treatment effects: student age, target behavior, home/school collaboration, breadth of use, scale construction, and reliability measure. Effect sizes are based on the improvement rate difference, a new overlap-based summary. Overall, data yielded 48 separate effect sizes from 17 studies. The mean improvement rate difference for all studies was 0.61 with a range of -0.15 to 0.97. This wide range of scores highlights the need to consider specific aspects of implementation to improve outcomes. High levels of home involvement and broad use throughout the day are associated with stronger intervention outcomes.
A variety of coding schemes are available for direct observational as- sessment of student classroom behavior. These instruments have been used for a number of assessment tasks including screening children in need of further evalu- ation for emotional and behavior problems, diagnostic assessment of emotional and behavior problems, assessment of classroom ecology in the formulation of academic interventions, and monitoring the progress of medical, psychosocial, and academic interventions. Although this method of behavioral assessment has a high degree of face validity, it is essential to consider the psychometric properties of available coding schemes to select the appropriate instrument for a given as- sessment. This article reviews the structure, content, training requirements, and available psychometric properties of seven available direct observation codes. Rec- ommendations for the use of each code and future directions for research in obser- vational assessment are provided.
The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path models were tested: (a) direct effects of preschool situational problems on peer social competence at the end of preschool and (b) direct and indirect effects of preschool situational problems on peer social competence at the end of kindergarten, accounting for preschool peer social competence and child demographic variables. Early problems in peer and socially mediated learning situations consistently predicted lower peer social competence in preschool and kindergarten. Problems in preschool peer situations directly and indirectly predicted greater disruptive play at the end of kindergarten, and problems in structured learning situations predicted lower interactive play at both time points. Implications for policy and practice are discussed.
Home-school collaboration refers to the relationship between families and schools where parents and educators work together to promote the academic and social development of children. Eighteen empirical studies of home-school collaboration interventions that also measured a school-based outcome were identified and evaluated according to guidelines outlined by the American Psychological Association's Division 16 Task Force on Evidence-Based Interventions in School Psychology. Based on the results of coding, it is concluded that home-school collaboration interventions are effective in helping achieve desired school outcomes for children, including changes in academic performance and school-related behavior. The most effective interventions are those where parents and school personnel work together to implement interventions utilizing a two-way exchange of information (e.g., parent-teacher action research teams), and those involving communication between school and home (e.g., daily report cards, school-to-home notes). Methodological strengths and limitations of home-school collaboration studies, as well as recommendations for future research, are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirtythree children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child's individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student-teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed.
Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity.
The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers' perceptions of children's behavior and teachers' behavior toward those children. One hundred seven preschool children and 24 preschool teachers participated in this study. Two teachers reported on each child's behavior using the Teacher Report Form of the Child Behavior Checklist. Commands and praise directed toward children by the teachers in the study were coded from classroom videotapes. Teachers gave more commands to children they perceived as having greater general behavior problems, even after controlling for the shared variance in the other classroom teacher's report of the child's behavior. Implications for school psychologists, teachers, and researchers are discussed.
Disruptive kindergarten boys from inner-city low socioeconomic neighborhood schools were randomly allocated to a preventive intervention and control condition. The 2-year prevention program included a home-based parent training component and a school-based social skills training component. Participants were followed up to mid-adolescence. Results indicated that a significantly greater percentage of treated boys remained in an age-appropriate regular classroom up to the end of elementary school and that the treated boys reported significantly less delinquent behaviors at yearly assessments from 10 to 15 years old, compared with controls. The preventive intervention appeared to have a significant long-term impact on the social development of the disruptive kindergarten boys. Earlier and more intensive intervention may be necessary for some cases, whereas for all disruptive boys, booster sessions between 12 and 15 years of age are recommended.
Family–school partnership has consistently been associated with positive student outcomes. Unfortunately, efforts to engage parents are often demanding, with limited planning around reinforcement needed to sustain participation. The study purpose was to evaluate a behavioral approach to enhance teacher–parent communication and improve student on-task classroom behavior. Positive Parent Contact (PPC) required teachers to recognize positive behavior of a student identified for additional behavioral supports and report positive incidents to parents through two weekly emails. A multiple-baseline design was used with five participant triads (teacher, student, and parent) from two elementary schools. Visual analysis and descriptive statistics showed increased on-task behavior based on observations conducted during challenging classroom routines. Non-overlap of all pairs’ effects ranged from .67 to .90, with a combined effect of .75 (Hedges g). Results suggest that PPC improved on-task classroom behavior, and reciprocal parent–teacher communication was enhanced. Parents and teachers reported that PPC was feasible and acceptable. Limitations and implications are discussed.
Childhood mental, behavioral, and developmental disorders (MBDDs) are associated with adverse outcomes that can persist into adulthood (1,2). Pediatric clinical settings are important for identifying and treating MBDDs (3). Early identification and treatment of MBDDs can promote healthy development for all children (4), especially those living in poverty who are at increased risk for MBDDs (3,5) but might have reduced access to care (6). CDC analyzed data from the 2016 National Survey of Children's Health (NSCH) on MBDDs, risk factors, and use of federal assistance programs (e.g., Supplemental Nutrition Assistance Program [SNAP]) to identify points to reach children in poverty. In line with previous research (3,6), compared with children in higher-income households, those in lower-income households more often had ever received a diagnosis of an MBDD (22.1% versus 13.9%), and less often had seen a health care provider in the previous year (80.4% versus 93.8%). Among children living below 200% of the federal poverty level (FPL) who did not see a health care provider in the previous year, seven of 10 were in families receiving at least one public assistance benefit. Public assistance programs might offer collaboration opportunities to provide families living in poverty with information, co-located screening programs or services, or connection to care.
The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.
The Getting Ready intervention aims to strengthen parent–teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool experiences of four children, their parents, and the preschool teachers and Early Intervention (EI) coaches serving them. Parent–professional partnerships, positive parent–child interactions, and team members’ engagement in collaborative problem solving and planning were reported. The social validity of the Getting Ready intervention was confirmed by participants valuing the academic and behavioral goals established for children, the parents’ partnerships with teachers to address chronic behavioral challenges, and reports of the durability of intervention impacts as three children completed kindergarten.
Single-case research designs have primarily relied on visual analysis for determining treatment effects. However, current foci on evidence-based treatment have given rise to the development of new methods. This article presents descriptions, calculations, strengths and weaknesses, and interpretative guidelines for 5 effect size indices: the percent of nonoverlapping data, the percent of data exceeding the median, improvement rate difference, nonoverlap of all pairs, and Tau-U. © 2015 by the American Counseling Association. All rights reserved.
The effectiveness of a daily report card in an intervention package involving home-school communication to decrease disruptive behavior in preschoolers was investigated. A sample of four preschool-aged children in two classrooms served as participants. Teachers rated behavior three times daily for each participant using a daily report card. Ratings were shared with the student and then parent, and contingent reinforcement involving positive praise and stickers was provided. A concurrent multiple baseline across-participants design was employed, with results demonstrating decreases in disruptive behavior for all students. Overall, results indicated the daily report card intervention with a home-school component to be an effective method for decreasing problem behavior in a preschool setting.
This study investigated the relations among preschool teachers’ behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers’ behavior management and children's emergent literacy and language development. Participants included 398 children and 67 preschool teachers from preschool programs serving an at-risk population. Teachers’ behavior management was observationally assessed and children's task orientation was measured via teacher-report. Children's language and emergent literacy skills were directly assessed in the fall and in the spring of the preschool year. Hierarchical linear models were used to predict children's residualized gain in emergent literacy and language (i.e., Spring scores with Fall scores as covariates) from their task orientation and their teachers’ behavior management. Task orientation and behavior management each positively predicted children's emergent literacy development, but not language development. There was a significant interaction between teachers’ behavior management and children's task orientation in predicting children's language development, such that high scores on both variables were associated with the most optimal language outcomes. Implications for research and early education are discussed.
Difficulties inherent in teaching teachers new methods of dealing with classroom behavior problems have focused research on alternate methods of intervention for outside consultants. Methods are needed that require minimal changes in the teacher's established procedures and brief durations of consultation with the teacher and children. In the present study, the use of daily report cards is evaluated as a cost-efficient method of classroom intervention. Marked changes in the classroom behavior of two classes of disruptive kindergarten children were produced when teachers sent daily report cards home to parents. No special training or assistance was given to either parents or teachers.
Although drug therapy is helpful in the control of many children with hyperkinesia, alternative and adjunctive therapies are needed also, for a number of reasons: 1) not all of these children improve with medication; 2) the drugs may have adverse physiologic effects which at the least dictate caution in their use; 3) medication alone does not always return responding children to normal functioning; and 4) drug action cannot often be used to help with problems occurring in the children's home setting after school hours. The data here presented suggest strongly that behavior therapy can be effective for hyperkinesia.
In an effort to expand the pool of scientific evidence available for review, the What Works Clearinghouse (WWC) assembled a panel of national experts in single-case design (SCD) and analysis to draft SCD Standards. SCDs are adaptations of interrupted time-series designs and can provide a rigorous experimental evaluation of intervention effects. SCDs can provide a strong basis for establishing causal inference, and these designs are widely used in applied and clinical disciplines in psychology and education, such as school psychology and the field of special education. In this paper, the panel provides an overview of SCDs, specifies the types of questions that SCDs are designed to answer, and discusses the internal validity of SCDs. The panel then proposes SCD Standards to be implemented by the WWC. The Standards are bifurcated into Design and Evidence Standards. The Design Standards evaluate the internal validity of the design. Reviewers assign the categories of "Meets Standards," "Meets Standards with Reservations," and "Does not Meet Standards" to each study based on the Design Standards. Reviewers trained in visual analysis will then apply the Evidence Standards to studies that meet standards with or without reservations, resulting in the categorization of each outcome variable as demonstrating "Strong Evidence," "Moderate Evidence," or "No Evidence." Appended are: (1) Attrition Diagram; and (2) Visual Analysis. (Contains 1 table, 11 figures and 16 footnotes.)
Service use trends showing increased off-label prescribing in very young children and reduced psychotherapy use raise concerns about quality of care for early disruptive behavior problems. Meta-analysis can empirically clarify best practices and guide clinical decision making by providing a quantitative synthesis of a body of literature, identifying the magnitude of overall effects across studies, and determining systematic factors associated with effect variations.
We used random-effects meta-analytic procedures to empirically evaluate the overall effect of psychosocial treatments on early disruptive behavior problems, as well as potential moderators of treatment response. Thirty-six controlled trials, evaluating 3,042 children, met selection criteria (mean sample age, 4.7 years; 72.0% male; 33.1% minority youth).
Psychosocial treatments collectively demonstrated a large and sustained effect on early disruptive behavior problems (Hedges' g = 0.82), with the largest effects associated with behavioral treatments (Hedges' g = 0.88), samples with higher proportions of older and male youth, and comparisons against treatment as usual (Hedges' g = 1.17). Across trials, effects were largest for general externalizing problems (Hedges' g = 0.90) and problems of oppositionality and noncompliance (Hedges' g = 0.76), and were weakest, relatively speaking, for problems of impulsivity and hyperactivity (Hedges' g = 0.61).
In the absence of controlled trials evaluating psychotropic interventions, findings provide robust quantitative support that psychosocial treatments should constitute first-line treatment for early disruptive behavior problems. Against a backdrop of concerning trends in the availability and use of supported interventions, findings underscore the urgency of improving dissemination efforts for supported psychosocial treatment options, and removing systematic barriers to psychosocial care for affected youth.
Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher feedback alone would be sufficient to produce children's behavior changes. The effectiveness of DBRC with teacher feedback to students and parent delivered consequences (PC) was compared to teacher feedback to students only (no parent delivered consequences, NPC) for increasing appropriate classroom behavior and academic productivity in African American, low income, elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Both treatments led to increased on-task behavior, although PC was superior to NPC. Academic productivity outcomes are less clear. Treatment implications and future directions for research on teacher feedback interventions are discussed.
This study examined the percentage of children who respond positively to a daily report card (DRC) intervention and the extent to which students achieve incremental benefits with each month of intervention in a general education classroom. Participants were 66 children (87% male) with attention-deficit hyperactivity disorder or disruptive behavior problems who were enrolled in a school-based intervention program in rural, low-income school districts in a Midwest state. The DRC was implemented by each child's teacher, who received consultation from a graduate student clinician, school district counselor, or school district social worker. A latent class analysis using growth-mixture modeling identified two classes of response patterns (i.e., significant improvement and significant decline). Results indicated that 72% of the sample had all of their target behaviors classified as improved, 8% had all of their targets classified as declining, and 20% had one target behavior in each class. To examine the monthly incremental benefit of the DRC, individual effect sizes were calculated. Results for the overall sample indicated that most children experience a benefit of large magnitude (.78) within the first month, with continued incremental benefits through Month 4. The differential pattern of effect sizes for the group of improvers and the group of decliners offer data to determine when and if the DRC should be discontinued and an alternative strategy attempted. Evidence-based guidelines for practical implementation of the DRC are discussed.
Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.
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