School-Home Notes with and without Response Cost: Increasing Attention and Academic Performance in Low-Income Children with Attention-Deficit/Hyperactivity Disorder

Autor/inn/en	Jurbergs, Nichole; Palcic, Jennette; Kelley, Mary Lou
Titel	School-Home Notes with and without Response Cost: Increasing Attention and Academic Performance in Low-Income Children with Attention-Deficit/Hyperactivity Disorder
Quelle	In: School Psychology Quarterly, 22 (2007) 3, S.358-379 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
Schlagwörter	Student Behavior; African American Children; Hyperactivity; Attention Deficit Disorders; Productivity; Academic Achievement; Low Income Groups; High Risk Students; Family School Relationship; Parent Participation; Behavior Modification; Student Evaluation; Program Effectiveness; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Produktivität; Schulleistung; Problemschüler; Elternmitwirkung; Behaviour modification; Verhaltensänderung; Schulnote; Studentische Bewertung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	This study evaluates the effectiveness of school-home notes for increasing academic productivity and on-task behavior of low-income, African American children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a withdrawal, alternating treatments design, each student received school-home notes with and without a response cost component where students could lose points based on inappropriate classroom behavior. Under both conditions, teachers evaluated student behavior daily and parents provided consequences based on the evaluation. On-task behavior and academic productivity improved in all students under both treatment conditions. Adding response cost to the intervention did not increase its effectiveness. Teachers, parents, and students preferred the school-home note with the response cost component. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10