Title page for ETD etd-08012005-183105


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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