THE EFFECTS OF AN ELECTRONIC DAILY BEHAVIOR REPORT CARD ON CHALLENGING STUDENT BEHAVIOR

Open Access
- Author:
- Riden, Benjamin Scot
- Graduate Program:
- Special Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 05, 2018
- Committee Members:
- Jonte Charez Taylor, Dissertation Advisor/Co-Advisor
Jonte Charez Taylor, Committee Chair/Co-Chair
Mary Catherine Scheeler, Committee Member
David Lee, Committee Member
Andrea Vujan Mccloskey, Outside Member - Keywords:
- challenging behavior
classroom management
disabilities
electronic daily behavior report cards
preservice teachers
technology - Abstract:
- Classroom behavior management is the foundation on which positive student outcomes are built. Despite years of research discussing the importance of classroom behavior management, teachers struggle to effectively manage challenging classroom behavior. Challenges managing classroom behavior add stress to teachers, contribute to teacher burnout, and is one-reason special education teachers leave the field. A daily behavior report card is one strategy that has shown promise in the literature for reducing challenging student behavior. After a review of the literature the author identified a need for empirical evidence on using technology to individualize behavior management programs. The author developed the electronic daily behavior report card (eDBRCs) to test the effectiveness of this tool in reducing challenging student behavior. This study investigated the effects of eDBRCs when implemented by preservice teachers during their capstone field experience. The author also examined the fidelity of implementation by preservice special education teachers. Results indicate a functional relation between eDBRCs and student variables. Moreover, results suggest preservice teachers can implement an intensive intervention with high levels of fidelity. Implication of results and future research are discussed.