Abstract
Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants.
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Acknowledgements
A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Applied Behavior Analysis at the University of South Florida. This research was supported in part by Project EBAS (H325K170085), grant funded by the US Department of Education, Office of Special Education Programs. The authors thank Andrea Zuniga, Jacy Reed, Mollie McDermit, and Thomas Schulz for their assistance with various aspects of this study.
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Canfield, D., Cividini-Motta, C. The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator. J Behav Educ 31, 614–634 (2022). https://doi.org/10.1007/s10864-020-09416-z
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DOI: https://doi.org/10.1007/s10864-020-09416-z