Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD

Autor/inn/en	Jurbergs, Nichole; Palcic, Jennette L.; Kelley, Mary L.
Titel	Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD
Quelle	In: Child & Family Behavior Therapy, 32 (2010) 3, S.177-195 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-7107
Schlagwörter	Feedback (Response); Report Cards; Elementary School Students; African American Students; Student Behavior; Low Income Groups; Parent Participation; Attention Deficit Hyperactivity Disorder; Parent School Relationship; Discipline; Comparative Analysis; Behavior Modification; Program Effectiveness + Suchen Sie Ihr Suchwort? Berichtszeugnis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Disziplin; Behaviour modification; Verhaltensänderung
Abstract	Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher feedback alone would be sufficient to produce children's behavior changes. The effectiveness of DBRC with teacher feedback to students and parent delivered consequences (PC) was compared to teacher feedback to students only (no parent delivered consequences, NPC) for increasing appropriate classroom behavior and academic productivity in African American, low income, elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Both treatments led to increased on-task behavior, although PC was superior to NPC. Academic productivity outcomes are less clear. Treatment implications and future directions for research on teacher feedback interventions are discussed. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10