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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 large-size format with lay-flat binding for easy photocopying, the book includes over a dozen reproducible forms. The authors' website features additional useful tools for charting student progress, plus downloadable versions of the reproducible forms. This book is in The Guilford Practical Intervention in the Schools Series.
Robert J. Volpe, PhD, is Associate Professor in the School Psychology Program of the Bouv\u00e9 College of Health Sciences at Northeastern University. He is Associate Editor of School Psychology Review and serves on the editorial advisory boards of Journal of Attention Disorders and Journal of School Psychology. Dr. Volpe's research focuses on designing and evaluating academic and behavioral interventions for students with disruptive behavior disorders. He also is interested in behavioral assessment, particularly with regard to designing feasible systems for evaluating the effects of intervention. He has authored or coauthored over 60 articles and book chapters. Gregory A. Fabiano, PhD, is Associate Professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo. He is a recipient of the Presidential Early Career Award for Scientists and Engineers, the nation's highest honor for early career investigators. Dr. Fabiano's research focuses on developing and evaluating effective assessments and interventions for children with attention-deficit/hyperactivity disorder and related disruptive behavior disorders. He has authored or coauthored over 50 articles and book chapters.
Table of Contents
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