title: Promoting academic performance in inattentive children. The relative efficacy of school-home notes with and without response cost.
abstract: 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-aged children. The majority of subjects achieved greater improvements in on-task behavior with the response-cost component added to the school-home note.
authors.affiliation: Department of Psychology, Louisiana State University, Baton Rouge 70803, USA.
authors.forename: M L
authors.initials: ML
authors.lastname: Kelley
authors.forename: A P
authors.initials: AP
authors.lastname: McCain
mesh_terms: D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000534:rehabilitation*; D002648:Child; D005260:Female; D006801:Humans; D008297:Male; D010290:Parents; D013647:Task Performance and Analysis; D013663:Teaching; D016526:Workload