ADHD School Daily Report Cards to Improve a Child's ADHD Behavior By Keath Low Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial process Updated on March 24, 2021 Fact checked Verywell Mind content is rigorously reviewed by a team of qualified and experienced fact checkers. Fact checkers review articles for factual accuracy, relevance, and timeliness. We rely on the most current and reputable sources, which are cited in the text and listed at the bottom of each article. Content is fact checked after it has been edited and before publication. Learn more. by Emily Swaim Fact checked by Emily Swaim LinkedIn Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell. Learn about our editorial process Print Partnering with the school and keeping lines of communication open with your child’s teacher(s) is an important part of an educational plan for students with ADHD. One way to foster this partnership is through daily report cards that track and monitor your child’s progress at school. How to Use a Daily Report Card Through a daily reporting system, the teacher rates the student on target academic or behavioral goals at frequent times throughout the day, and the student receives rewards for meeting goals. One of the reasons this approach can be so effective for students with ADHD is that it clearly outlines daily goals for the student and gives the child immediate and frequent feedback on their progress toward the goals. In addition, daily report cards are often very motivating for a child because the system rewards and reinforces positive behaviors at school. It is important that the teacher(s), parent(s), and student work together on developing and setting up the plan. All need to be on board with and consistently follow the program for it to work successfully. School Strategies for Students With ADHD 1 Identify Target Goals Blend Images - KidStock / Getty Images Step one in setting up a daily report card involves clearly identifying and defining the behaviors or academic goals that will be targeted for improvement. Goals need to be defined in such a way that you are able to accurately measure improvement. In other words, the behavior needs to be observable and countable in terms of duration and frequency. Start with only a few goals at a time so no one becomes overwhelmed by the plan. The narrowing focus on improvement also helps ensure more individual successes, which can motivate children to continue. Along these same lines, when creating the plan the goals need to be set up so that they are achievable. If goals and expectations are set too high, the repeated frustration and failures the child experiences can turn them off the plan altogether. Instead, it becomes a frustrating system that is counterproductive. When you first implement the daily report card, you may even want to make one or two of the goals easily attainable to help hook the student into the plan. As the student experiences more and more success, you can begin to increase expectations further. You’ll continue to tweak the plan and make adjustments together depending on the student’s progress (or lack of progress) with the daily report card. Here are some examples of possible target goals. Potential Target Goals Raises hand to speak with X or fewer remindersWorks quietly with X or fewer remindersStays on task with X or fewer remindersUses an appropriate tone of voice with X or fewer remindersKeeps hands and feet to self with X or fewer remindersWalks appropriately in line with X or fewer remindersFinishes assignments within the designated timeCompletes assignments at X% accuracyHands in homework 2 Generate a List of Rewards Decide where rewards will be provided—either at home or at school. Home-based contingency programs allow for more varied types of rewards, such as earning time on a favorite video game, telephone privileges, or time off from chores. And when the rewards are provided at home, the teacher’s workload with the daily report card system is eased. For younger students (K-1st graders), however, rewards that are provided at school are often more powerful because the positive consequences of their efforts are received more immediately. Rewards don’t have to be large or cost a lot of money, but they do need to be motivating for the child. This is why it is important to have the child involved in generating the list of possible rewards. It often helps to have a mixture of material, social, and activity-related rewards. Keep in mind that the rewards may have to be switched up from time to time so that the child doesn’t become bored with them. Here are some examples of possible rewards. At School Be the teacher's helper Choose stickers Earn X minutes of recess Get X minutes on computer Partner with a friend for an activity Pick an item from "grab bag" Receive a positive phone call home Serve as the line leader Visit the principal for congratulations Win X minutes of free time At Home Choose special time with parents Earn X amount of allowance Get X minutes of TV time Have a special dessert Order pizza for the family Play X time on a favorite video game Read an extra story at bed Receive a day off from chores Stay up X minutes after bedtime Take a bike ride 3 Identify Criteria for Earning Rewards Before you begin implementing the plan you will need to identify the criteria for earning rewards. Assess the child’s current level of functioning in the target areas and decide the level of improvement the child will have to meet to receive a reward. It often helps to set up both short-term and long-term rewards so that your child can earn both daily rewards and weekly rewards that are larger. A weekly reward might include earning a trip to the mall, a sleepover with a friend, a family night out at the movies with popcorn, etc. How to Create an ADHD-Friendly Home and Classroom 4 Monitor and Track Progress Once the goals and rewards have been identified, you are ready to set the plan in motion. The teacher is responsible for evaluating target behaviors and providing specific feedback to the student about their performance several times throughout the school day. The teacher will also document progress on the daily report card. Feedback is generally provided by subject or class period, and this allows for more frequency in rating. It also helps to keep the student motivated if part of the day has been more difficult. In this way, there are still opportunities to “start over” in a new rating period and have more success over the course of the day. This approach is particularly helpful for a student who starts out the day struggling but is able to make improvements as the day moves on. The student is responsible for putting the report card in their book bag at the end of class time so that it can be reviewed at home. Keep in mind that the child may need reminders and guidance to remember to put the card consistently back in their book bag both at school and at home. Having a special, brightly colored folder that houses the card is often helpful. Parents should have routines in place for reviewing the report card at home each day after school. Hopefully, this daily report card and reward system will help foster positive communication between home and school and help your child make progress in areas that have been more difficult to overcome. Continue to assess and modify the plan as needed. Why Structure and Routine Help Kids With ADHD 2 Sources Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial process to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy. Centers for Disease Control and Prevention. Steps for creating a reward program. Costa UM, Brauchle G, Kennedy-Behr A. Collaborative goal setting with and for children as part of therapeutic intervention. Disabil Rehabil. 2017;39(16):1589-1600. doi:10.1080/09638288.2016.1202334 Additional Reading DuPaul GJ, Stoner G. ADHD in the Schools, Third Edition: Assessment and Intervention Strategies. New York, NY: Guilford Publications; 2015. By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. 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