Fabiano Gregory A, Schatz Nicole K, Merrill Brittany M, Piscitello Jennifer, Hayes Timothy B, Jusko Morgan, Gnagy Elizabeth M, Greiner Andrew R, Tower Devon, Boeckel Amy, Gallo Rosalia, Lupas Kellina, Gordon Chanelle, Ramos Marcela, Sikov Jennifer, Caron Stacey, Pelham William E
Department of Psychology, Center for Children and Families, Florida International University.
J Consult Clin Psychol. 2025 Jul;93(7):484-499. doi: 10.1037/ccp0000959.
Daily report cards (DRC) are an effective approach for improving behavior in children with attention-deficit/hyperactivity disorder (ADHD). Recently, they have been used to address behavioral goals that are commonly documented in individualized education programs for children with ADHD receiving special education supports.
The present study evaluated a DRC, established and supported by research study consultants, based on special education (i.e., individualized education program [IEP]) goals and objectives. The sample included 213 students (grades kindergarten to seventh) with ADHD enrolled in a randomized, controlled trial that compared the DRC with school as usual.
Results indicated that children with ADHD who had the DRC intervention significantly reduced the frequency of classroom rule violations, and teachers rated reductions in ADHD symptoms and in functional impairment. There were no significant differences between groups for the teacher ratings of academic performance or improvement in meeting special education goals. IEP quality (i.e., alignment between identified needs and goals) was a significant moderator of outcomes, with children who had lower quality IEPs being better supported by the DRC intervention.
Overall, the DRC appears to be a viable approach for positively supporting children with ADHD who are receiving special education supports in schools, particularly for improving behavior in the classroom. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
每日报告卡(DRC)是改善注意力缺陷多动障碍(ADHD)儿童行为的有效方法。最近,它们被用于实现行为目标,这些目标通常记录在接受特殊教育支持的ADHD儿童的个性化教育计划中。
本研究评估了一种由研究顾问建立并支持的基于特殊教育(即个性化教育计划[IEP])目标的每日报告卡。样本包括213名患有ADHD的学生(幼儿园至七年级),他们参与了一项随机对照试验,该试验将每日报告卡与常规学校教育进行了比较。
结果表明,接受每日报告卡干预的ADHD儿童显著降低了违反课堂规则的频率,教师对ADHD症状和功能损害的减轻进行了评分。在教师对学业成绩的评分或实现特殊教育目标的进步方面,两组之间没有显著差异。IEP质量(即确定的需求与目标之间的一致性)是结果的一个重要调节因素,IEP质量较低的儿童在每日报告卡干预下得到了更好的支持。
总体而言,每日报告卡似乎是一种可行的方法,可以积极支持在学校接受特殊教育支持的ADHD儿童,特别是改善课堂行为。(PsycInfo数据库记录(c)2025美国心理学会,保留所有权利)