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Efficacy of daily behaviour report card to decrease off-task behaviour for at-risk adolescents
Author
Yeo, Wendy Liew Ee
Supervisor
Goh, Ailsa Ee Ping
Tan, Carol Soo Ching
Abstract
Mainstream teachers who are required to teach at-risk youths with special needs such as Attention-Deficit/ Hyperactivity Disorder (ADHD) may not be able to provide the necessary expertise to manage and teach these students effectively. To support these teachers and address behavioural problems faced by students with special needs, schools can implement evidence-based interventions such as the Daily Behaviour Report Card (DBRC), which is an intervention tool to facilitate academic skill attainment and remediate behavioural problems.
This study investigated the efficacy of using DBRC intervention to decrease off-task behaviours in students with ADHD in a Singapore public school that is catered to at-risk youths. A multiple-baseline design across participants was utilized. The participants were three adolescents with ADHD who exhibited high level of off-task behaviours and had received numerous office discipline referrals (ODR). Results indicated that the DBRC intervention had been effective in decreasing off-task behaviours in the three students. There was average to high acceptability of the intervention as determined by the Intervention Rating Profile (IRP) surveys completed by seventeen teachers and three parents, as well as the Children’s Intervention Rating Profile survey (CIRP) completed by the three student participants. Implications of findings and directions for future studies are discussed.
This study investigated the efficacy of using DBRC intervention to decrease off-task behaviours in students with ADHD in a Singapore public school that is catered to at-risk youths. A multiple-baseline design across participants was utilized. The participants were three adolescents with ADHD who exhibited high level of off-task behaviours and had received numerous office discipline referrals (ODR). Results indicated that the DBRC intervention had been effective in decreasing off-task behaviours in the three students. There was average to high acceptability of the intervention as determined by the Intervention Rating Profile (IRP) surveys completed by seventeen teachers and three parents, as well as the Children’s Intervention Rating Profile survey (CIRP) completed by the three student participants. Implications of findings and directions for future studies are discussed.
Date Issued
2014
Call Number
LC4713.2 Yeo
Date Submitted
2014