In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings suggested that the format of DBRCs varies widely, suggesting that teachers have found the DBRC to be highly adaptive in representing a broad array of possibilities rather than having a single, scripted purpose. An additional noteworthy finding relates to the general acceptance of DBRCs by teachers as both behavior-monitoring tools and as components in interventions. In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. Limitations, future directions, and implications are discussed.

In this study, the researchers evaluated the sensitivity of Direct Behavior Rating Single-Item Scales (DBR-SIS) for assessing behavior change in response to an intervention. Included in the analyses were data from 20 completed behavioral consultation cases involving a diverse sample of elementary participants and contexts using a common intervention in an A-B design. Secondary purposes of the study were to investigate the utility of 5 metrics proposed for understanding behavioral response, as well as the correspondence among these metrics and teachers' ratings of intervention acceptability. Overall, results suggest that DBR-SIS demonstrated sensitivity to behavior change regardless of the metric used. Further, we found limited association between student change and teachers' ratings of acceptability.