Title page for ETD etd-07052005-114902

Type of Document Master's Thesis
Author Palcic, Jennette Lea
URN etd-07052005-114902
Title Relative Efficacy of School-Home Notes and Classroom Based Contingencies in Low Income Elementary School Students with Attention-Deficit/Hyperactivity Disorder
Degree Master of Arts (M.A.)
Department Psychology
Advisory Committee
Advisor Name Title
Mary Lou Kelley Committee Chair
Drew Gouvier Committee Member
Nate Call Committee Member
  • classroom interventions
  • attention-deficit/hyperactivity disorder
  • school home notes
Date of Defense 2005-03-29
Availability unrestricted
A great deal of evidence suggests that ADHD negatively impacts children’s academic performance and on-task behavior. School-home notes have proven to be an effective and acceptable method of classroom behavior management. A school-home note is a daily report card in which a teacher rates a student on any number of target behaviors. The note is then sent home so that the child may receive consequences contingent on that day's behavior. Although successful at decreasing off-task behavior in the classroom, treatment integrity is not always maintained at acceptable levels. Additionally, ADHD children have been shown to be more responsive to immediate rather than delayed rewards which are inherent in home based rewards. This study compared the efficacy of classroom and home based rewards. Children were provided with a daily behavior report card and were evaluated on four target behaviors. Rewards were provided either at home or in the classroom contingent on appropriate behavior. Results indicated that both interventions improved on-task behavior as well as classwork completion and accuracy.
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