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Behavior Modification
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Promoting Academic Performance in Inattentive Children

The Relative Efficacy of School-Home Notes with and without Response Cost

Mary Lou Kelley

Alyson P. McCain

Louisiana State University

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.

Behavior Modification, Vol. 19, No. 3, 357-375 (1995)
DOI: 10.1177/01454455950193006
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