Daily Behavior Report Cards (DBRC) are a common component of many Tier 2 interventions such as check and connect or check-in and check-out. Although considered an effective practice when paired with contingent reinforcement for academic and behavioral change, many teachers may be unaware of how best to use a DBRC with more challenging behaviors or how to incorporate this use in a student's individualized education program (IEP). One solution to time-and resource-expensive paper progress monitoring is to upgrade to an automated DBRC process: Technology can help teachers spend less time monitoring students' behaviors and preparing for meetings to address student progress, provides automated graphs of student behavior over time and records behavior in observable and measurable ways, and enables frequent and positive parent communication.The Individuals With Disabilities Education Act (IDEA, 2006) envisions a public school system fluent in prevention science, data collection, and progress monitoring in order to best improve outcomes for students with disabilities. One technique for data collection and progress monitoring with applications for intervention across home and school settings is the Daily ). DBRCs have documented effectiveness across format variations, emphasizing a range of target behaviors, reinforcement applications, types of individuals targeted, and levels of parent involvement . Some of the differentiating factors that set DBRC apart from other behavior ratings include frequency (at least daily rating), retrospective rating of behavior (rather than actual counting), and application for reoccurring performance feedback in school and home settings. The dual use as a progress monitoring system and an intervention makes a DBRC a particularly efficient use of teacher time.40 COUNCIL FOR EXCEPTIONAL CHILDREN

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