Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention: Evaluation of the Daily Report Card.Online (DRC.O) System

  • Julie Sarno OwensEmail author
  • John D. McLennan
  • Chelsea L. Hustus
  • Rebecca Haines-Saah
  • Sarah Mitchell
  • Clifton S. Mixon
  • Ayanna Troutman
Original Paper


Historically, teachers’ uptake and implementation of empirically supported classroom interventions have involved substantial face-to-face consultation. However, most schools do not have the resources to provide this intensive level of support and many teachers may not need it. Thus, evaluation of alternative supports is warranted. In this pilot study, we evaluated the feasibility and effectiveness of an interactive web-based technology [i.e., the Daily Report Card.Online (DRC.O)] designed to facilitate teachers’ use of the DRC with minimal external support and examined individual teacher characteristics associated with DRC use. Elementary school teachers (N = 54) were given access to the DRC.O Web site and asked to use it to implement a DRC with one child. With regard to implementation, 16% were short-term adopters (less than 1 month) and 39% were long-term adopters (1–7 months of use). On average, short-term adopters adhered to 37% of data entry procedures, whereas long-term adopters adhered to 74% of data entry procedures. Higher teacher stress was associated with shorter use and lower adherence. Web site analytics revealed that, on average, long-term adopters completed all steps of DRC development in less than 1 h and spent only 3 min per day engaged in data entry for progress monitoring. The magnitude of change in student target behaviors and Strengths and Difficulties Questionnaire scores was moderate to large. These results reveal the feasibility and promise of the DRC.O and generate hypotheses for future research. Implications for additional evaluation of technology-driven implementation supports for teachers are discussed.


Daily report card Technology Adoption Implementation Teachers Classroom management 



The authors express their gratitude to the educators, administrators, and families in the participating school districts for their collaboration.


This study was funded by the PolicyWise for Children & Families, Alberta, Canada (Grant No. 1609SM). The opinions expressed are those of the authors and do not represent views of PolicyWise.

Compliance with Ethical Standards

Conflict of interest

The first author received no financial benefit from the DRC.O program, but is the primary developer of the Web site. Other authors have no conflicts of interest to disclose.

Ethical Standard

Procedures were approved by the Institutional Review Boards at both universities and within all school districts. All procedures were performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.


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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  • Julie Sarno Owens
    • 1
    Email author
  • John D. McLennan
    • 2
  • Chelsea L. Hustus
    • 1
  • Rebecca Haines-Saah
    • 3
  • Sarah Mitchell
    • 4
  • Clifton S. Mixon
    • 1
    • 6
  • Ayanna Troutman
    • 5
  1. 1.Ohio UniversityAthensUSA
  2. 2.CHEO-RIUniversity of CalgaryOttawaCanada
  3. 3.University of CalgaryCalgaryCanada
  4. 4.University of CalgaryCalgaryCanada
  5. 5.Spelman CollegeAtlantaUSA
  6. 6.Ochsner Hospital for ChildrenJeffersonUSA

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