Type of Document	Dissertation
Author	Jurbergs, Andrea Nichole
URN	etd-08012005-183105
Title	Relative Efficacy of School-Home Notes and Teacher Feedback in Minority Elementary Students with Attention-Deficit/Hyperactivity Disorder
Degree	Doctor of Philosophy (Ph.D.)
Department	Psychology
Advisory Committee	Advisor Name Title Mary Lou Kelley Committee Chair George Noell Committee Member Nate Call Committee Member William Drew Gouvier Committee Member Paul Mooney Dean's Representative
Keywords	daily report cards classroom behavior management
Date of Defense	2005-03-29
Availability	unrestricted
Abstract School-home notes have proven to be an effective and acceptable method for improving children’s classroom behavior. School-home notes require teachers to rate students on any number of target behaviors and parents to provide consequences based on the evaluation. School-home notes recently have been shown to increase attention in low income children with ADHD. Although successful at decreasing off-task behavior in the classroom, treatment integrity (parent providing earned consequences at home) is not always maintained at acceptable levels. The goal of the current research was to dismantle the proven school-home note to identify the efficacy of the teacher feedback component alone. A behavior rating procedure, similar to a school-home note with the exception that it was not sent home and parents were not responsible for contingencies, was used. The present study examined the effectiveness of teacher-administered feedback through the use of a behavior note relative to an identical school-home note for increasing classwork completion and appropriate classroom behavior in minority elementary school children with ADHD. Students in both treatment groups showed significant increases in on-task behavior and classwork accuracy, suggesting that the teacher feedback procedure may be effective in improving classroom behavior. However, the students receiving a school-home note exhibited higher levels of on-task behavior than those in the group receiving teacher feedback alone, suggesting that the school-home note remains a superior intervention.
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