Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes-Reference-Cited by-同舟云学术

Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes

Published:2021-01-03 Issue:1 Volume:13 Page:69-83
ISSN:1866-2625
Container-title:School Mental Health
language:en
Short-container-title:School Mental Health

Author:

Girio-Herrera Erin^ORCID,Egan Theresa E.,Owens Julie Sarno,Evans Steven W.,Coles Erika K.,Holdaway Alex S.,Mixon Clifton S.,Kassab Hannah D.

Funder

Institute of Education Sciences

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/content/pdf/10.1007/s12310-020-09400-y.pdf

Reference63 articles.

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4. Classi, P., Milton, D., Ward, S., Sarsour, K., & Johnston, J. (2012). Social and emotional difficulties in children with ADHD and the impact on school attendance and healthcare utilization. Child and Adolescent Psychiatry and Mental Health, 6, 1–8.

5. Conroy, M. A., Sutherland, K. S., Algina, J. J., Wilson, R. E., Martinez, J. R., & Whalon, K. J. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144–155.

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1. The Daily Report Card and Check-in/Check-out: A Commentary About Two Siloed Interventions;Education and Treatment of Children;2024-06

2. Exploring teacher adoption, adaptation, and implementation of a daily report card intervention when using the daily report card online platform;Frontiers in Education;2022-09-30

3. Supporting Teachers’ Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?;School Psychology Review;2022-07-13