| Sumario: | Objective: Daily report cards (DRC) are an effective approach for improving behavior in children with attention-deficit/hyperactivity disorder (ADHD). Recently, they have been used to address behavioral goals that are commonly documented in individualized education programs for children with ADHD receiving special education supports. Method: The present study evaluated a DRC, established and supported by research study consultants, based on special education (i.e., individualized education program [IEP]) goals and objectives. The sample included 213 students (grades kindergarten to seventh) with ADHD enrolled in a randomized, controlled trial that compared the DRC with school as usual. Results: Results indicated that children with ADHD who had the DRC intervention significantly reduced the frequency of classroom rule violations, and teachers rated reductions in ADHD symptoms and in functional impairment. There were no significant differences between groups for the teacher ratings of academic performance or improvement in meeting special education goals. IEP quality (i.e., alignment between identified needs and goals) was a significant moderator of outcomes, with children who had lower quality IEPs being better supported by the DRC intervention. Conclusions: Overall, the DRC appears to be a viable approach for positively supporting children with ADHD who are receiving special education supports in schools, particularly for improving behavior in the classroom. What is the public health significance of this article?: Many children with attention-deficit/hyperactivity disorder receive special education supports in school to address classroom impairment. The daily report card appears to be a viable intervention for promoting appropriate behaviors in schools for children receiving special education.
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