Promoting Primary School Students' Daily Report Card Participation through the 'Carrier Pigeon'

Y

9

Elementary School Students; Report Cards; Student Behavior; Educational Strategies; Behavior Problems; Family School Relationship; Cooperation; Feedback (Response); Classroom Environment; Rewards; Positive Reinforcement; Behavior Change; Mastery Learning

10.1177/0040059916681827

0040-0599

Disruptive behaviors are some of the most commonly presented concerns in the classroom. Without intervention, such difficulties may lead to higher teacher frustration and a higher rate of negative teacher feedback, and they may interfere with students' learning opportunities and result in poorer academic and life adjustment outcomes (Landrum, Tankersley, & Kauffman, 2003; Sutherland, Wehby, & Copeland, 2000). One evidence-based strategy frequently rated by teachers to be effective and acceptable for improving individual student behavior in the classroom is the Daily Report Card (DRC) (Cox, 2005). The DRC is a school-to-home note that teachers use to provide family members and students with daily feedback about classroom behavior (Chafouleas, Riley-Tillman, & Sassu, 2006). However there are limitations to its effectiveness. This article describes the carrier pigeon strategy which is a collaborative DRC approach that involves students in the creation, implementation, and monitoring of an operationally defined target behavioral goal.

ERIC

30

2017

EJ1153424