The Daily Report Card significantly improves behavior for students with ADHD, increasing desirable behavior by approximately 30 percentage points from baseline to intervention¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In an HLM analysis of 1570 coded data points from 40 cases across 14 studies, the average treatment effect across studies was significant, with participants gaining approximately 30 percentage points from baseline to treatment. → Pyle 2017

Evidence¶

Pyle 2017¶

Pyle, K. K., & Fabiano, G. A. (2017). Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies. Manuscript submitted to Exceptional Children October 2016; accepted March 2017. https://eric.ed.gov/?id=ED583708

q3 · i? · quant-synthesis · r1

A three-level HLM meta-analysis of single-case graphed data (1570 data points, 40 student cases, 14 studies). The partially conditional model estimated the phase effect: "participants gaining approximately 30 percentage points from baseline to treatment, β = 30.32, t(12) = 8.82, p < .001". No effect size for this model is in this quote; see discussion for Hedges g.

"The partially conditional model examined the effect of the Level 1 Phase predictor (0 = baseline, 1 = treatment) on the data points. This model indicated that the average treatment effect across studies was significant, with participants gaining approximately 30 percentage points from baseline to treatment, β = 30.32, t(12) = 8.82, p < .001."

Discussion¶

Related Claims¶

• Higher study quality is associated with greater behavioral gains from the DRC in students with ADHD — related
• In single-case DRC data, after reversal students showed faster change from baseline to intervention, and goal type (on-task versus disruptive) did not differentially affect outcomes — related
• Class type moderated DRC outcomes, with the single special-education study showing approximately 33 percentage points greater gains, though only one study was in this subgroup — related
• Home-school communication was not significantly related to DRC outcomes for students with ADHD, contrary to a prior meta-analysis — related
• Neither age nor gender significantly moderated DRC treatment effects, though subgroup samples were small — related
• Non-overlap-based effect sizes averaging 0.59 to 0.94 support the DRC as a moderate- to highly-effective stand-alone intervention for students with ADHD — a broader claim this one bears on