Identifier

etd-0403103-153026

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

Daily report cards and punishment have proven to be effective methods of classroom behavior management. However, treatment effectiveness studies have not been designed to adequately compare the effects of rewarding and punishing consequences on behavior through a school-home note. The study of school-home note treatment effectiveness has focused on middle-class students with behavior problems; both ADHD and disadvantaged populations have been underresearched. Using a reversal, alternating treatments design, the present study will examine the effectiveness of a response-cost system added to school-home notes for increasing classwork completion and appropriate classroom behavior in several disadvantaged elementary school children with ADHD.

Date

2003

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Mary Lou Kelley

Included in

Psychology Commons

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