Promoting Academic Performance in Inattentive Children: The Relative Efficacy of School-Home Notes with and without Response Cost
作者： Mary Lou Kelley , Alyson P. McCain
DOI: 10.1177/01454455950193006
关键词:
摘要: 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 note with or without response cost. Both required teachers to evaluate parents provide consequences on daily basis. differed as whether reprimands cost were included. results indicated that on-task work completion improved all elementary school-age majority subjects achieved greater improvements response-cost component added note.
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