| Type of Document |
Master's Thesis |
| Author |
Jurbergs, Andrea Nichole
|
| URN |
etd-0403103-153026 |
| Title |
Relative Efficacy of School-Home Notes with and without Response Cost in Impoverished Elementary Students with Attention-Deficit/Hyperactivity Disorder |
| Degree |
Master of Arts (M.A.) |
| Department |
Psychology |
| Advisory Committee |
| Advisor Name |
Title |
| Mary Lou Kelley |
Committee Chair |
| Bjorn Meyer |
Committee Member |
| Joseph Witt |
Committee Member |
|
| Keywords |
- school-home notes
- adhd
- academic productivity
- classroom interventions
- home-based classroom interventions
- daily report cards
- minority students
|
| Date of Defense |
2002-11-19 |
| Availability |
unrestricted |
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.
|
| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
|
| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
Jurbergs_thesis.pdf |
138.55 Kb |
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