PROMOTING ACADEMIC-PERFORMANCE IN INATTENTIVE CHILDREN - THE RELATIVEEFFICACY OF SCHOOL-HOME NOTES WITH AND WITHOUT RESPONSE COST

The present study examined the effectiveness of two different school-h ome notes for increasing academic productivity and appropriate classro om behavior in five inattentive children. Using an alternating treatme nts design, students received a school-home note with or without respo nse cost Both notes required teachers to evaluate students and require d 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-co st component added to the school-home note.