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Acceptability and Reported Use of Daily Behavior Report Cards Among Teachers

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References

2003Responding to Problem Behavior in Schools: The Behavior Education Program439 cited
2000A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning341 cited
1970HOME‐BASED REINFORCEMENT AND THE MODIFICATION OF PRE‐DELINQUENTS' CLASSROOM BEHAVIOR1153 cited
2000Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology.143 cited

Cited by

2015Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development101 cited
2017Effectiveness evaluation of the Positive Family Support intervention: A three-tiered public health delivery model for middle schools85 cited
2018Are Teachers Ready? Preservice Teacher Knowledge of Classroom Management and ADHD73 cited
2010Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance64 cited
2007Daily Behavior Report Cards59 cited
2012Examining Teachers’ Perceptions of Social-Emotional and Behavioral Referral Concerns57 cited
2008Daily Behavior Report Cards and Systematic Direct Observation: An Investigation of the Acceptability, Reported Training and Use, and Decision Reliability Among School Psychologists45 cited
2006A school practitioner's guide to using daily behavior report cards to monitor student behavior44 cited
2009

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The impact of item wording and behavioral specificity on the accuracy of direct behavior ratings (DBRs).

44 cited

2016Elementary and Middle School Teachers’ Self-Reported Use of Positive Behavioral Supports for Children With ADHD: A National Survey38 cited