PROMOTING ACADEMIC-PERFORMANCE IN INATTENTIVE CHILDREN - THE RELATIVE EFFICACY OF SCHOOL-HOME NOTES WITH AND WITHOUT RESPONSE COST

被引:43
作者
KELLEY, ML [1 ]
MCCAIN, AP [1 ]
机构
[1] LOUISIANA STATE UNIV,MED CTR,DEPT PEDIAT,BATON ROUGE,LA 70803
关键词
D O I
10.1177/01454455950193006
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
The present study examined the effectiveness of two different school-home notes for increasing academic productivity and appropriate classroom behavior in five inattentive children. Using an alternating treatments design, students received a school-home note with or without response cost Both notes required teachers to evaluate students and required parents to provide consequences on a daily basis. The notes differed as to whether reprimands and response cost were included. The results indicated that on-task behavior and academic work completion improved in all five elementary school-age children. The majority of subjects achieved greater improvements in on-task behavior with the response-cost component added to the school-home note.
引用
收藏
页码:357 / 375
页数:19
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