Modifying Students' Classroom Behaviors Using an Electronic Daily Behavior Report Card

Abstract

This study examined the effects of e-mailed daily behavior report cards (DBRC) on students' disruptive classroom behaviors. Additionally, teacher acceptability of e-mailed DBRC as an intervention was assessed. Participants included 46 elementary students (37 males and 9 females), that were assigned to one of three conditions; delayed treatment control, e-mailed DBRC, and e-mailed DBRC with performance feedback. Student behaviors were measured by direct observations and teacher ratings. Results suggest that e-mailed DBRC can decrease students' disruptive behaviors, that e-mailed DBRC with performance feedback did not produce superior outcomes, and that e-mailed DBRC was perceived as acceptable.

KEYWORDS:

• behavioral intervention
• classroom management
• daily behavior report card
• e-mail
• performance feedback
• treatment acceptability

Notes

Note. DBRC = electronic daily behavior report card; CBCL-TRF = Child Behavior Checklist: Teacher Report Form 6–18; CRS-R = Conners' Rating Scales-Revised teacher version short form; IRP-15 = Intervention Rating Profile-15. IRP-15 judgments were made on a 6-point Likert rating scale.