Daily Behavior Report Cards

Daily Behavior Report Cards: An Effective Intervention for the Most Significant Behaviors
Stacy B. Morgan, M.S.
Getting Acquainted
Getting Acquainted
Outcome data for EBD
Emergent Tree Education
Functions of Behavior
Insert new Functions graphic
Ripping up assignment Presented with a difficult math assignment
Teacher sends student out of class
Function: Escape Tasks Student requests a break
Lack of sleep the previous night
Student receives break
Student completes entire task

Function: Escape Tasks
Standard Interventions CICO & DBRC

Check-In/Check-Out
Daily Behavior Report Card

Check-In with mentor before school starts Prepare for Day Check-Out with mentor at end of day Prepare for evening at home
Set Goals Rate throughout the day Received feedback Assess goal at end of day
Intervention Overview Feedback Loop
Daily Behavior Report Card Form
Activity Scaling
1. Think of a student you currently (or previously) work with. 2. Recall the challenging behaviors they display. 3. As we go through the steps of scaling, try to complete a scale for your student
DBRC Scaling
Individualized Behavior goals Allows families and other campus staff to better understand goal progress Objective data Motivating to students
Purpose of Scaling
Step 1 & 2: Scaling

Determining functions
Determine function of behavior using data Categorize behaviors according to their function categories. One scale should be created for each function category.
Scale Overview
5
One-Year Goal
4
Approximate Behavior
3
2
Present Level of Performance
1
Regression
Step 3: Scaling
Scaling a 2 Behavior
Describe 2 on the scale. Use more descriptive terms and examples rather than fewer.
2 should reflect typical behavior by that student, which we assume is largely undesirable or unacceptable. 2 should describe the student on most days. 2 is considered the students PLOP (present level of performance)
Scale Example Escape Activity

5
One-Year Goal
4
3
2
1
Regression
Engages in verbal aggression (threats, namecalling, cursing) or physical aggression (biting, spitting)
Activity - Scaling
Try to complete a 2 on your behavior scale for the student of which you previously identified
Step 4: Scaling
Describe
5 on the scale. This should be the behavior progress you expect to see in a one-year period.
5 should reflect full goal attainment by a student. 5 should be set low enough that it is obtainable by the student within one-year, but high enough to be challenging.
66

5
One-Year Goal
4
3
2
1
Regression
Engages in classwork or requests a break/ asks to talk with an adult
Activity - Scaling
Step 5: Scaling
Describe 1 on the scale. This should describe the student on a difficult day or even further deterioration which could plausibly occur sometime during the monitoring period.
1 should be a behavior you have seen before, even if not frequently
66

5
One-Year Goal
4
3
2
1
Regression
Engages in class work or requests a break/ asks to talk with an adult
Leaves the classroom or school building without permission
Activity - Scaling
Step 6: Scaling
Scaling 3 and 4 Behavior
Describe 3 and 4 on the scales. This should describes steps towards the goal or 5 behavior.
3 and 4 should be approximate behaviors that can be taught 4 should describe some real, significant, noticeable improvement above current behavior. 3 should describe good progress or substantial progress beyond the current 2 level. Make sure that 3 and 4 are each well-enough described that they can be readily differentiated by all teachers.
66

5
One-Year Goal
4
3
2
1
Regression
Stays in assigned Leaves assigned Engages in area, but does area, roams classwork or not engage in around the class requests a classwork or or talks/disrupts break/ asks to puts head down other students talk with an adult on desk
Leaves the classroom or school building without permission
Activity - Scaling
Try to complete a 3 and a 4on your behavior scale for the student of which you previously identified
Progress Monitoring with DBRC
Grade Level = 100 wpm

Date September October Reading Score 25 wpm 37 wpm Grade Level Measure Not at Grade Level Not at Grade Level
November January February

March April
42 wpm 55 wpm 62 wpm

71 wpm 83 wpm
Not at Grade Level Not at Grade Level Not at Grade Level

Not at Grade Level Not at Grade Level
No Progress?
Activity Interpreting Data

Look at the scales provided. What is the data telling you? How would you respond to this information? What kind of changes would you put in place?
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6

Staying on Task
Using Coping Skills
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22 Day 23 Day 24 Day 25 Day 26 Day 27 Day 28 Day 29 Day 30
Staying in Class
Student 7

Staying on Task Using Coping Skills
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14 Day 15 Day 16 Day 17 Day 18 Day 19 Day 20 Day 21 Day 22 Day 23 Day 24 Day 25 Day 26 Day 27 Day 28 Day 29 Day 30
Staying in Class
Insert modifications to DBRC/CICO
Contact Information
Website:
www.emergenttree.com
Follow Us:
facebook.com/EmergentTreeEducation @EmergentTree
Email: questions@emergenttree.com

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Daily Behavior Report Cards: An Effective Intervention for the Most Significant Behaviors

Stacy B. Morgan, M.S.

Outcome data for EBD

Emergent Tree Education

Insert new Functions graphic

Emergent Tree Education

Ripping up assignment Presented with a difficult math assignment

Teacher sends student out of class

Function: Escape Tasks Student requests a break

Lack of sleep the previous night

Student receives break

Student completes entire task

Function: Escape Tasks

Standard Interventions CICO & DBRC