Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants.

日常行为报告卡（DBRC）已被发现可以减少患有注意力缺陷/多动障碍，智力和发育障碍的儿童以及典型的发展中学生的破坏性行为。但是，尽管以前的研究表明同龄人可以协助实施各种干预措施（例如，签到结帐），但教师通常是DBRC的实施者。此外，似乎没有评估DBRC的研究都包括功能评估。因此，本研究的目的是评估同伴介导的DBRC对破坏性课堂行为的影响，确定同伴是否可以高度诚信地实施干预程序的一部分，并评估DBRC是否独立于功能强化剂而有效。破坏性行为。在这个研究中，由同伴介导的DBRC导致三名有EBD风险的目标学生的破坏性行为减少，而在职行为增加。同行调解员还以高度的完整性实施了DBRC程序。此外，DBRC可以有效地抑制破坏性行为，而不受其假定的功能增强剂的影响。但是，看来干预的不同部分可能解决了所有三个参与者的问题行为的假设功能。