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.
Recommended Citation
Jurbergs, Andrea Nichole, "Relative efficacy of school-home notes with and without response cost in impoverished elementary school students with Attention-Deficit/Hyperactivity Disorder" (2003). LSU Master's Theses. 1282.
https://repository.lsu.edu/gradschool_theses/1282
Committee Chair
Mary Lou Kelley
DOI
10.31390/gradschool_theses.1282