NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776141
Record Type: Journal
Publication Date: 2007-Sep
Pages: 22
Abstractor: Author
ISSN: ISSN-1045-3830
School-Home Notes with and without Response Cost: Increasing Attention and Academic Performance in Low-Income Children with Attention-Deficit/Hyperactivity Disorder
Jurbergs, Nichole; Palcic, Jennette; Kelley, Mary Lou
School Psychology Quarterly, v22 n3 p358-379 Sep 2007
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A