Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card
Abstract
.Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child’s individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student–teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed.
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The two qualifying behavioral classroom management studies strengthen the case that behavioral classroom management is a well-established ADHD treatment.
“Overall, the two studies of BCM that met EBT Evaluation Criteria increase the support for BCM as a well-established treatment for ADHD”
From Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder (2014) · cites this paper as Fabiano et al., 2010
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Development of a problem-focused behavioral screener linked to evidence-based intervention.
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Self-citation
- Authors
- Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Pariseau, M. E., Naylor, J., Yu, J., Robins, M., Carnefix, T., Greiner, A. R., & Volker, M.
- Affiliations
- University at Buffalo, State University of New York (US)
- Corresponding author
- Fabiano, Gregory A.
- ORCID
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2010-01-01
- Volume
- 39
- Issue
- 2
- Pages
- 219-239
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1540415887
- Cited by
- 204
- References
- 63
- Citations by year
- 2026: 7 · 2025: 7 · 2024: 7 · 2023: 9 · 2022: 17 · 2021: 12 · 2020: 15 · 2019: 16 · 2018: 17 · 2017: 16 · 2016: 15 · 2015: 14 · 2014: 13 · 2013: 16 · 2012: 8
- FWCI
- 23.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- attention deficit hyperactivity disorder, special education, individualized education program, teacher-parent collaboration, disruptive behavior, academic productivity, teacher-student relationship, academic performance
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