An Evaluation of Daily Report Cards with Minimal Teacher and Parent Contacts as an Efficient Method of Classroom Intervention

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Abstract
Difficulties inherent in teaching teachers new methods of dealing with classroom behavior problems have focused research on alternate methods of intervention for outside consultants. Methods are needed that require minimal changes in the teacher's established procedures and brief durations of consultation with the teacher and children. In the present study, the use of daily report cards is evaluated as a cost-efficient method of classroom intervention. Marked changes in the classroom behavior of two classes of disruptive kindergarten children were produced when teachers sent daily report cards home to parents. No special training or assistance was given to either parents or teachers.