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Relative Efficacy Of School-Home Notes With And Without Response Cost In Impoverished Elementary School Students With Attention-Deficit/Hyperactivity Disorder, Andrea Nichole Jurbergs
Relative Efficacy Of School-Home Notes With And Without Response Cost In Impoverished Elementary School Students With Attention-Deficit/Hyperactivity Disorder, Andrea Nichole Jurbergs
LSU Master's Theses
Daily report cards and punishment have proven to be effective methods of classroom behavior management. However, treatment effectiveness studies have not been designed to adequately compare the effects of rewarding and punishing consequences on behavior through a school-home note. The study of school-home note treatment effectiveness has focused on middle-class students with behavior problems; both ADHD and disadvantaged populations have been underresearched. Using a reversal, alternating treatments design, the present study will examine the effectiveness of a response-cost system added to school-home notes for increasing classwork completion and appropriate classroom behavior in several disadvantaged elementary school children with ADHD.