Home-based Reinforcement of School Behavior: A Review and Analysis

Abstract

Home-based reinforcement of school behavior is proving to be an efficient method for motivating behavioral change. It has been used successfully with children in group homes, with children in special classes, and with entire mainstream and special classrooms. Twenty-four studies are reviewed with particular attention given to types of consequences employed and methods of gaining parental involvement. Consumable reinforeers, earned privileges, verbal praise, and response costs were all effectively administered by parents who were informed of their children's performance via daily or weekly school notes. Parents were instructed in their role in several ways, including group and individual conferences as well as simple letters sent home. A wide range of behaviors and academic problems were remedied rapidly and with a modicum of response costs to counselors, teachers, and parents. Implications for further research are considered.

Electronic Progress Monitoring of IEP Goals and Objectives

“…Studies with a high level of home involvement showed the strongest effects (mean ES = .83; . This finding supports the importance of home-school collaboration that has long been emphasized in the DBRC literature (Barth, 1979;Smith, Williams, & McLaughlin, 1983). In addition, studies with an extended use of DBRCs (i.e., more than an hour per day) have shown increased positive behavioral outcomes .…”

Social Relationships and School Readiness

“…Through these interactions, parents come to better understand the demands and expectations that their children face in school, which may lead parents to better able align expectations and contingencies at home with those that children experience at school (Barth, 1979), monitor their child's school progress (Epstein, 1992;Slaughter-Defoe et al, 1990), and enhance the overall congruence between the home and school, which results in a more integrated experience for children (Comer & Haynes, 1991). Although efforts to improve the linkages between families and schools are increasing, for these approaches to be effective, they should begin before the child enters school, continue throughout the kindergarten year and early grades, use personal and active contacts between families and schools, and prepare teachers to be sensitive to the family and home situations experienced by children from diverse social or cultural backgrounds.…”

“…Parent involvement is characterized by the amount and quality of communication, mutual support, reciprocity, and cooperative decision making between families and schools (Epstein, 1987;Izzo, Weissberg, Kasprow, & Fendrich, 1999;Rimm-Kaufman, Pianta, Cox, & Bradley, 2003), and it is through this involvement where the foundation for the home-school relationship is formed that contributes to children's attitudes, motivation, and school achievement (Comer & Haynes, 1991). In particular, through involvement in school, parents gain clearer insights into expectations and demands their children face in school, which may lead parents to better able align expectations and contingencies at home with those that children experience at school (Barth, 1979), monitor their child's school progress (Epstein, 1992;Slaughter-Defoe, Nakagawa, Takanishi, & Johnson, 1990), and enhance the overall congruence between the home and school that results in a more integrated experience for children (Comer & Haynes, 1991).…”

Teacher-Rated Family Involvement and Children's Social and Academic Outcomes in Kindergarten

“…Families can monitor their children's progress effectively if parent and teacher communicate about curriculum and homework (Epstein, 1992;Slaughter-Defoe, Nakagawa, Takanishi, & Johnson, 1990). Families may offer home-based reinforcements for school behavior if parents and teacher create consistent contingencies for good behavior (Barth, 1979). Further, when families and teachers create academic and social goals together, they can enhance the continuity between home and school.…”