Ch. 11, p. 393
Using a Daily Report Card System
Steps for setting up and implementing a daily report card system are as follows:
- Decide which behaviors to include in the daily report card. Choose a behavior or set of behaviors on which the daily report card is to be based. Devise a rating scheme for each behavior, and construct a standard report card form. Your daily report card might be more or less elaborate than the one in Figure 11.3. For example, you might break behavior down into more precise categories, such as getting along with others, staying on-task, and following class rules.
- Explain the program to parents. Home-based reinforcement programs depend on parent participation, so it is critical to inform parents about the program and to obtain their cooperation. Parents should be told what the daily report card means and should be asked to reward their children whenever they bring home a good report card. In presenting the program to parents, teachers should explain what parents might do to reward their children. Communications with parents should be brief, positive, and informal and should generate a feeling that “we’re going to solve this together.” The program should focus on rewarding good behavior rather than punishing bad behavior. Examples of rewards parents might use at home (adapted from Walker & Shea, 1999) follow:
- Special activities with a parent (e.g., reading, flying a kite, building a model, shopping, playing a game, going to the zoo)
- Special foods
- Baking cookies or cooking
- Operating equipment that is usually reserved for adults (e.g., the dishwasher or vacuum cleaner)
- Access to special games, toys, or equipment
- Small rewards (such as coloring books, paper, comic books, erasers, or stickers)
- Additional play time, television time, and the like
- Having a friend spend the night
- Later bedtime or curfew
Parents should be encouraged to choose rewards that they can give every day (that is, nothing too expensive or difficult).
The best rewards are ones that build closeness between parent and child, such as doing special activities together. Many children who have behavior problems in school also have them at home and might have less than ideal relationships with their parents. Home-based reinforcement programs provide an opportunity for parents to show their love for their child at a time when the child has something to be proud of. A special time with Dad can be especially valuable as a reward for good behavior in school and for building the father–son or father–daughter relationship.
- When behavior improves, reduce the frequency of the report. When home-based reinforcement works, it often works dramatically. Once the student’s behavior has improved and has stabilized, it is time to decrease the frequency of the reports to parents (of course, keep the parents informed about this change). Report cards might then be issued only weekly (for larger but less frequent rewards). As was noted in Chapter 5, the best way to ensure maintenance is to thin out the reinforcement schedule—that is, to increase the interval between reinforcers.
