This research project will examine how effective the "Daily Report Card" intervention is with students who have high-functioning Autism Spectrum Disorder (ASD). The Daily Report Card is a commonly used, school-based intervention. To implement a daily report card, teachers and parents work collaboratively to create a list of a child’s target behaviors (e.g., interrupting, noncompliance, academic productivity), set specific criteria for meeting each behavioral goal (e.g., interrupts three or fewer times during math instruction), and provide home- or school-based rewards contingent on the child’s performance. In this way, the child learns to associate changes in his or her behavior with a reward, and feels motivated to show more desirable behavior. This intervention has been well-studied with children in other groups (i.e., children with Attention Deficit Hyperactivity Disorder; ADHD), but not with children who have Autism.
To investigate whether this intervention is also effective for students with Autism, this study will observe students with Autism in their classrooms before and after the daily report card is used. Research assistants involved in this project will observe the students, help set appropriate goals for the students, monitor the student's progress on those goals, monitor that the teacher is using the daily report card appropriately, and evaluate whether the daily report card is working to help the student. Research assistants will gain experience with school-based consultation, case-study research methods, and certain statistical techniques, including finding single-case design effect sizes.
Disciplines: Psychology, Education, Child Development
Student Skill-Set Needed: Ability to drive; Access to a car; Ability to work on a team; Interest in Psychological Research
Compensation: Academic Credit
Available: Fall, Spring
For further information on this opportunity, or to apply, contact:
Faculty Member: Greg Fabiano
Department: Counseling, School And Educational Psychology
Office: 331 Diefendorf Hall