Daily behavior report cards (DBRCs) have shown promise in reducing problematic classroom behaviors. The effectiveness of DBRCs has been used widely examined with respect to students with attention deficit hyperactivity disorder, specific learning disabilities, and other high incidence disabilities. Past research has primarily focused on students in primary grades, with a limited number of studies examining students in secondary grades, in particular students in high school. Even fewer studies have examined the effectiveness of DBRCs implemented by novice special educators. The purpose of the current study was twofold: (1) to examine the effectiveness of a DBRC in reducing off-task classroom behavior for a high school student with autism spectrum disorder (ASD) and (2) to evaluate the delivery of an intensive intervention by a novice special education teacher. A preservice special education teacher implemented the intervention. A changing criterion design was used to examine the effectiveness of the intervention. We analyzed the data using visual analysis and calculated effect sizes using Tau-U. The results suggested that DBRCs are an acceptable and effective treatment for reducing off-task behavior with a student with ASD when implemented by a novice special education teacher. Data were collected to measure the novice teacher’s implementation fidelity. Additionally, the results showed that a novice special education teacher can be trained to implement a behavior management program for a student presenting inappropriate classroom behaviors with high fidelity.

日常行为报告卡 (DBRC) 已显示出减少有问题的课堂行为的希望。DBRC 的有效性已被广泛应用于患有注意力缺陷多动障碍、特定学习障碍和其他高发病率障碍的学生。过去的研究主要集中在小学年级的学生身上，很少有研究调查中学年级的学生，尤其是高中学生。更少的研究检验了特殊教育新手实施的 DBRC 的有效性。当前研究的目的有两个：(1) 检查 DBRC 在减少患有自闭症谱系障碍 (ASD) 的高中生的课外行为方面的有效性，以及 (2) 评估新手特殊教育教师提供的强化干预。一名职前特殊教育教师实施了干预。使用不断变化的标准设计来检查干预的有效性。我们使用视觉分析分析数据并使用 Tau-U 计算效应大小。结果表明，当特殊教育新手教师实施 DBRC 时，DBRC 是一种可接受且有效的治疗方法，可减少 ASD 学生的任务外行为。收集数据来衡量新手教师的实施保真度。此外，