Easy-to-use progress- monitoring and intervention techniques are attractive because most teachers are crunched for time (Franz et al., 2008; Vannest & Hagan-Burke, 2010; Vannest & Parker, 2009) and teacher instructional time is often consumed with paperwork, especially for progress monitoring and discipline. Some studies indicate up to 50% of a special educator’s time may be spent on paperwork (Vannest & Hagan- Burke). Methods that serve a dual purpose as intervention and progress monitoring tools may be especially attractive; an example is the Daily Behavior Report Card (DBRC). Previous studies indicate that teachers can integrate DBRCs into regular teaching duties without stopping to count behaviors or schedule time to monitor them (Burke & Vannest, 2008; Chafouleas, Riley- Tillman, & Sassu, 2006).