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My Behavior Assistant™ is an innovative software system that brings together educators, parents, and caregivers to implement evidence-based interventions and practices for children. This easy-to-use software can be used on your computer or tablet, and allows educators, parents, and caregivers to:

  • Choose an appropriate intervention for children,
  • Target specific behaviors,
  • Set goals for children, based on their target behaviors,
  • Collect observation data,
  • Check integrity of your intervention process, and
  • Display a child’s progress through graphs,
  • Feel confident that all data are stored in a secure, web-based solution available 24/7.

Everything you need to help modify children’s behavior—and set those children up for success—is all in ONE PLACE!

Daily Behavior Report Card Research References

REFERENCES
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Home-based reinforcement and the modification of predelinquents’ classroom behavior. Journal of Applied Behavior Analysis, 3, 223–233. Blechman, E. A., Kotanchik, N. L., & Taylor, C. J. (1981).
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Family problem solving versus home notes as early intervention with high-risk children. Journal of Counseling and Clinical Psychology, 49, 919–926. Blechman, E. A., Taylor, C. J., & Schrader, S. M. (1981).
Family problem solving versus home notes as early intervention with high-risk children. Journal of Consulting and Clinical Psychology, 49, 919–926. Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T.C. (2010).
Generaliability and dependability of behavior assessment methods to estimate academic engagement: A comparison of systematic direct observation and direct behavior rating. School Psychology Review, 39, 408 – 421. Briesch, A. M., Kilgus, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J. (2013).
The influence of alternative scale formats on the generalizability and of data obtained from Direct Behavior Rating Single-Item Scales (DBR-SIS).
Assessment for Effective Intervention, 38, 127-133. Burke, M. D., & Vannest, K. J. (2008).
Behavioral progress monitoring using the electronic daily behavioral report card (e-DBRC) system. Preventing School Failure, 52, 51–59. Bushrod, G., Williams, R. L., & McLaughlin, T. F. (1995).
An evaluation of a simplified daily report system with two kindergarten pupils. BC Journal of Special Education, 19, 45-53. Carlson, C. L., Mann, M., & Alexander, D. K. (2000).
Effects of reward and response cost on the performance and motivation of children with ADHD. Cognitive Therapy and Research, 24, 87–98. 1 Chafouleas, S. M. (2011).
Direct behavior rating: A review of the issues and research in its development. Education and Treatment of Children, 34, 575–591. Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., Christ, T. C., Black, A. C., & Kilgus, S. P. (2010).
An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48, 219- 246. Chafouleas, S. M., Christ, T., Riley-Tillman, T. C., Briesch, A. M., & Chanese, J. A. M. (2007).
Generalizability and dependability of Direct Behavior Ratings to measure social behavior of preschoolers. School Psychology Review, 36, 63–79. Chafouleas, S. M., Kilgus, S. P., Jaffery, R., Riley-Tillman, T. C., Welsh, M. E., & Christ, T. J. (2013).
Direct Behavior Rating as a school-based behavior screener for elementary and middle grades. Journal of School Psychology. Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J. (2009).
Direct behavior rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195–200. Chafouleas, S. M., Riley-Tillman, T. C., & Sassu, K. A. (2006).
Acceptability and reported use of Daily Behavior Report Cards among teachers. Journal of Positive Behavior Interventions, 8, 174–182. Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A., LaFrance, M. J., & Patwa, S. S. (2007).
The consistency of Daily Behavior Report Cards in monitoring interventions. Journal of Positive Behavior Interventions, 9, 30–37. Chafouleas, S. M., Riley-Tillman, T. C., & Sugai, G. (2007).
School-based behavior assessment and monitoring for informing instruction and intervention. New York: Guilford Press. Chafouleas, S. M., McDougal, J. L., Riley-Tillman, T. C., Panahon, C. J., & Hilt, A. M. (2005).
What do daily behavior report cards (DBRCs) measure?: An initial comparison with direction observation for off-task behavior. Psychology in the Schools, 42, 669–676. Chafouleas, S.M., Riley-Tillman, T. C., & McDougal, J. (2002).
Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157–169. Chafouleas, S. M., Sanetti, L. M., Kilgus, S. P., & Maggin, D. M. (2012).
Evaluating sensitivity to behavioral change using direct behavior rating single-item scales. Council for Exceptional Children, 78, 491 – 505. 2 Cheney, D., Flower, A., & Templeton, T. (2008).
Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108–126. Christ, T. J., & Boice, C. H. (2009).
Rating scale items: A brief review of nomenclature, components and formatting. Assessment for Effective Intervention, 34, 242–250. Christ, T. J., Nelson, P. M. Chafouleas, S. M., & Van Norman E. R. (2014).
Direct behavior rating: An evaluation of time-series interpretations as consequential validity. School Psychology Quarterly, 29, 157 – 170. Christ, T. J., Riley-Tillman, T. C., & Chafouleas, S. M. (2009).
Foundation for the development and use of direct behavior rating (DBR) to assess and evaluate child behavior. Assessment for Effective Intervention, 34, 201–213. Christenson, S. L., & Conoley, J. C. (Eds.).
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Effects of a daily report card on disruptive behaviour in primary students. B C Journal of Special Education, 13, 173–181. Dougherty, E. H., & Dougherty, A. (1977).
The daily report card: A simplified and flexible package for classroom behavior management. In L. A. Hersov & M. Berger (Eds.), Aggression and antisocial behavior in childhood andadolescence (pp. 73–93).
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Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology. School Psychology Quarterly, 15, 123–148. 3 Eckert, T. L., Hintze, J. M., & Shapiro, E. S. (1997).
School psychologists’ acceptability of behavioral and traditional assessment procedures for externalizing problem behaviors. School Psychology Quarterly, 12, 150–169. Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis, A. M., & O’Connor, B. C. (2009).
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The single and combined effects of multiple intensities of behavior modification and multiple intensities of methylphenidate in a classroom setting. School Psychology Review, 36, 195–216. Fabiano, G. A., Vujnovic, R., Naylor, J., Pariseau, M., & Robins, M. L. (2009).
Psychometric properties of Daily Behavior Report Cards used to provide progress monitoring for students with attention-deficit/hyperactivity Disorder receiving special education. Assessment for Effective Intervention, 34, 231–241. Fabiano, G. A., Vujnovic, R., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Yu, J., &. Volker, M. (2010).
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The effect of training and consultation condition on teachers’ self-reported likihood of adoption of a daily report card. Journal of Educational Psychology, 1, 222-235. Jurbergs, N., Palcic, J. L., Kelley, M. L. (2007).
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The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. LeBel, T. J., Sandra M. Chafouleas, S. M., Britner P. A., and Simonsen, B. (2013).
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