Implementing the DRC

The video below will help you maximize the success of a DRC. Helpful resources can be found at the bottom of the page.

Frequently Asked Questions:

When should I change the DRC goal criteria?

A: As a rule of thumb, modify the criterion for a given target behavior after the student has met the goal on 8 of 10 consecutive school days.

However, there may be some cases in which this criteria is met, but you believe that it would not be prudent to make the criterion more difficult.

Acceptable reasons for withholding a criterion change include: (a) a holiday break is coming up; (b) the student is exhibiting significant effort to achieve the current level of success and a change would be too stressful, (c) changes are being made to another target.

When I change a DRC goal criterion, how much should I change (or lower) it?

A: When changing the criterion, look at the past 2 weeks of data. You should set the new goal at a level that the student could have achieved at least 3 days per week. This allows the student to continue to experience more success than failure, while still moving the behavior into the normative range.

Can I ever make the goal criterion easier if the child is having difficulty meeting their goals?

A: We strongly encourage you not to make the goal criterion easier when changing the child’s goals. The reason for this is that it can teach the child that your expectations will change if they hold out long enough. Rather, consider using some of the other troubleshooting suggestions for when children are having difficulty meeting their goals.

Can I change a goal criterion if there are missing data?

A: If 2 or fewer data points are missing over the last two weeks and the student has demonstrated more success than failure during this time, the criterion can be changed. However, if there are more than 2 missing data points, it is better to wait until more data are gathered to make the decision.

How many goals can I change at one time?

A: As a rule of thumb, only change the criterion on one or two target behaviors at one time. A change on all target behaviors at once could be overwhelming to the student.

What do I do when a goal’s criterion is in the normative range?

A: If the student has reached the normative range of behavior for a given target and has consistently remained in this range for 3 to 4 weeks, the target can be considered “mastered” and you can consider removing it from the DRC. Congratulate the student for this success!

Note, when you remove a target, it is important to track the behavior for two additional weeks to determine if the problem remits or remains in the normative range. If the behavior remits, put the target back on the DRC. If the behavior remains at normative levels, congratulate the student and keep the target off of the DRC.

For instructions on removing a target from the DRC and adding a new target to the DRC, see the corresponding sections below and Module 8: Modifying the DRC and Its Targets.

I would like to remove a behavior from the DRC after I have finished using the wizard. How do I do this on the website?

A: Using the top ribbon bar, navigate to the “Student” list. Select the desired student. Click on the small downward arrow to the right of “Edit” for the target you would like to remove. Select “Remove”. Click “OK” to indicate you are sure you would like to delete this target. A popup box with a green checkmark should appear indicating that the target was successfully deleted.

I would like to add a new behavior to the DRC after I have finishd using the wizard. How do I do this on the website?

A: Using the top ribbon bar, navigate to the “Student” list. Select the desired student. Click on “Create New Target” on the right side of the table. Follow the problems to select the target behavior, the initial goal criterion, the time of day the behavior should apply and the intervention start day.

The student often forgets about the DRC and its goals.

A: Consider attaching a smaller copy of the DRC to the student’s desk. If the student is old enough and trustworthy, he/she could track DRC rule violations on his/her own copy with you monitoring closely to ensure all violations are tracked. As an alternative, the student could track DRC rule violations on his/her own copy while you track on the “real” DRC copy that is used to determine rewards. For really young children who are unable to track violations on their own, you can create a card that contains numbered clipart pictures to represent their goals. If the card does not require tracking, it can be “permanently” taped to their desk so that the student can refer to it at all times without it getting damaged.

Briefly review the DRC with the student at the start of the day, review the goals, and ask what reward the student is working for that day. This can also be done at lunch or before the start of afternoon activities and lessons.

If there is a certain time of the day that is particularly difficult for the student to meet the DRC goals, encourage the student at the start of that time period, remind the student what he/she needs to do to meet DRC goals, praise behavior that is incompatible with DRC violations (e.g., if blurting out is a DRC violation, praise the student for raise his/her hand).

Provide the child more frequent reminders throughout the day about the goals throughout the day. Note: By reminders, we do not mean reminders that follow rule violations, but rather reminders that happen periodically throughout the day so the child remembers his or her goals before violating a rule.

I have trouble remembering to track the rule violations.

Keep a handheld device (phone, ipad) with you. When a target behavior occurs, add it on the mobile device.
Place some sort of reminder in the classroom that does not point out the student but you know is tied to the DRC. For example, previous teachers have placed a small marking in the corner of the whiteboard, another placed a picture at the front of the classroom.
Place the DRC on a clipboard that you carry with you.
Set a timer on your phone to chime at the end of each subject/period that reminds you to track.

The student does not bring the DRC home or return it with a caregiver signature.

Create a special folder just for DRC.
Paperclip it to the student’s daily planner, if that is to be signed nightly by the parent.
Place it in the student’s bag each day.
Have the last teacher of the day conduct a “bag check” to ensure the student has the DRC.
Instruct the student’s caregivers to assume the student met no target behaviors if the DRC is not brought home.
Email the parent and encourage them to review it with their child each day.
Work with the caregiver to enhance communication related to the DRC.
Add a DRC target related to returning the signed DRC (Student returns previous day’s signed DRC at start of the day).
As a last resort, send DRCs home weekly in “Friday Folder.”

The student does not understand the behavioral goals or the DRC.

Have the student explain their behavior goals to you. If they are unable to, use language that they can understand to explain it to them until they can recite their goals to you and explain what does and does not count as a target behavior violation.
Consider whether the target could be reworded or defined differently on the student’s DRC.
Insert a clip art picture next to each target behavior (e.g., a chair for a “remains in seat target”; hands for a “keeps hands to self” target).
Have the student explain the relationship between their goals and rewards. If the student has difficulty with tracking behavior violations, consider a visual prompt (e.g., stickers or smiley faces) or more frequent verbal “updates” from the teacher.

The student is not longer motivated by the current rewards.

Ask the student what rewards he/she would like on the rewards menu. Discuss how those rewards could be included on the menu.
Observe what the student enjoys doing during free time and make some aspect of that part of the privilege system (e.g., allow the student to look at his Pokemon cards for 5 minutes at the end of the day; allow the student to feed the fish at the end of the day).
Increase the number of choices on the menu or switch available choices.
Implement a sticker chart or other small motivational system throughout the day to motivate the student until they receive their daily rewards after school.

I have trouble remembering to ask the attention check questions.

We have provided a list of common attention check questions (see Additional Tools and Resources page). Print this on brightly-colored paper and insert into your teaching notes for each subject.
Insert reminder notes (e.g., stickie note) in your lesson plans in order to cue yourself to ask the attention check questions.
Place a reminder stickie note near where you stands or sit for the lesson.
Set an alarm on your phone in order to cue you to ask the questions.

Can I should the student the DRC graphs?

Yes, as long as you think the student can understand the graph, it is a great teaching tool.
It can be used to provide feedback to the student and to motivate the student.

Due to confidentiality reasons and to avoid mix-ups in the database, do not share your website login with others.
If another teacher at your school is interested in using the DRC, have him or her email [email protected] to obtain access.

I’m concerned about labeling the DRC violations; is that necessary?

A: Labeling DRC violations is an important aspect of the DRC because it helps the student develop awareness of the DRC behavior, gives feedback at the point of performance, and helps the child monitor their DCR performance through the day. In essence, labeling is the active ingredient of the intervention.

Some teachers have been concerned that it is detrimental to the student. As long as it is done in a neutral tone of voice, it is similar to any corrective academic feedback you provide (e.g., like when you teach a student the correct sound that goes with a given letter.).

If you do not label violations or wait until the end of the day to give feedback regarding DRC performance, this is analogous to never telling the child his/her grades throughout the quarter and reporting the grade at the end of the quarter. If a child knew he/she was failing assignments, he/she may work harder to improve the grades before the end of the quarter. Similarly, if a child know that he/she acquired half the DRC violations permitted in the first lesson of the day, he/she may be motivated to work hard to meet goals during the remainder of the day.

Labeling the DRC violation at the time it happens can help the child to correct the behavior. Think of labeling as a moment to “teach the skill”. After the violation, have the child engage in the correct behavior. (e.g., after an interruption, tell the student to raise is hand and wait quietly to be called on. When the student does so, call on him and praise him for the behavior.)

Knowing DRC progress throughout the day also helps motivate children to meet their goals.

Feel free to give the feedback more privately or subtly if you are concerned about student embarrassment. Some teachers have come us with hand signals or code words to use with students who are more embarrassed by the feedback. For example, some teachers have numbered each of the child’s goals and will simply hold up their fingers with the appropriate number after first getting the child’s attention. In order for such a method to be effective, it must be very clearly explained to the child and practiced.