Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Catia Cividini-Motta., BCBA-D
Kwang-Sun Cho Blair, Ph.D., BCBA-D
Kimberly Crosland, Ph.D., BCBA-D
academic engagement, disabilities, disruptive behavior, emotional and behavioral disorder
Research shows that children with disabilities are more likely engage in problem behaviors and have behavioral, social, and academic deficits in a school classroom than those children without disabilities (e.g., Owens et al., 2012; Pierce, Reid, & Epstein, 2004). Daily Behavior Report Cards (DBRCs) have been found to improve disruptive behaviors, such as task refusal or calling out in class, of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders and typically developing students; however, research evaluating the efficacy of DBRCs with students with emotional and behavioral disorders (EBD) is lacking. Studies also indicate that DBRCs can be effectively implemented by teachers (e.g., Taylor & Hill, 2017) and that peers can implement a variety of interventions with fidelity (e.g., Check in check out [CICO]; Collins, Gresham, & Dart, 2016). Thus, the purpose of this study was to assess the effects of DBRC, implemented by peers, on the behaviors of students at risk for EBD and whether peers can implement the intervention procedures with high integrity. The study used a non-concurrent multiple baseline design across three participants. In this study peer mediated DBRC led to a decrease in disruptive behavior and an increase in appropriate behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity.
Scholar Commons Citation
Canfield, Deanna, "The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator Component" (2019). USF Tampa Graduate Theses and Dissertations.