Good, bad, or in‐between: How does the daily behavior report card rate?

Our purpose here was to define and review the daily behavior report card (DBRC) as a monitoring and/or intervention technique. We considered a measure of a DBRC to be if a specified behavior was rated at least daily, and that information was shared with someone other than the rater. In general, it has been suggested that DBRCs may be feasible, acceptable, effective in promoting a positive student, and a way to increase parent/teacher communication. In addition, DBRCs are highly adaptive in that they represent a broad array of both monitoring and intervention possibilities rather than having a single, scripted purpose. All of these characteristics make the DBRC appealing for use in applied settings. However, an extensive, methodologically sound literature base does not yet exist. Despite the appeal of using DBRCs, widespread endorsement cannot be made without caution. We conclude with implications for use in practice and highlight areas in need of further investigation.