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ERIC Number: EJ861668
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0731-7107
A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD
Palcic, Jennette L.; Jurbergs, Nichole; Kelley, Mary Lou
Child & Family Behavior Therapy, v31 n2 p117-133 2009
Both teacher and parent delivered consequences have been shown to be effective in improving the classroom behavior of children with Attention Deficit Hyperactivity Disorder (ADHD). However, there is a delay between the behavior and delivery of parent provided consequences. The delay may make the consequences less salient and effective, for children with ADHD. The current study compared the effectiveness of parent delivered consequences (PC) to teacher delivered consequences (TC) for increasing academic performance and appropriate classroom behavior in African American, low income, elementary students with ADHD. Results indicate that the two interventions are equally effective in improving children's on-task behavior and classwork productivity. (Contains 2 tables and 4 figures.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A