Cited by 204Behavioral and Psychological StudiesAttention Deficit Hyperactivity DisorderAutism Spectrum Disorder Research

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Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card

Fabiano, Gregory A., Vujnovic, Rebecca K, Pelham, William E., Waschbusch, Daniel A., Massetti, Greta M., Pariseau, Meaghan E., Naylor, Justin, Yu, Jihnhee, Robins, Melissa, Carnefix, Tarah, Greiner, Andrew R., Volker, Martin·2010·School Psychology Review

DOI 10.1080/02796015.2010.12087775

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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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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: Fabiano, Gregory A.
Pelham, William E.
Waschbusch, Daniel A.
Massetti, Greta M.
Yu, Jihnhee
Volker, Martin
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
DOI: 10.1080/02796015.2010.12087775
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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Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card

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