Rewards at Home to Promote Desirable School Behavior

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

“…However, there is substantial evidence that appropriate behavior can be maintained after the reduction or withdrawal of the home-based program if proper fading procedures are utilized. Coleman (1973), McKenzie et al (1968), Dougherty and Dougherty (1977), and Edlund (1969) demonstrated that daily notes could be faded to bimonthly occurrences without performance loss. Schumaker et al (in press), Thorne et al (1967), andFairchild (1976) showed that the program could be completely phased out without reversal of the student's gains.…”

“…This important study deserves replication. Edlund (1969) used a daily school note for a special education classroom at the elementary school level. The notes had categories for behavior and assignment completion and employed a yes-no criterion.…”

“…Edlund's program demonstrates significant behavior change in a relatively short time (usually the changes were seen in about one week) with little parent training and a simple instrument for teachers' use. Edlund (1969) reports that this procedure was used effectively with children from kindergarten age to high school age, with emotionally disturbed children, and with children who were mentally retarded. It was also used with children from different cultural groups such as Mexican-Americans.…”

“…Some programs have emphasized only positive consequences for good notes (Karraker, 1972;Lahey et al, 1977;Budd & Leibowitz, Note 1), while others have encouraged differential reinforcement (Ayllon, Garber, & Pisor, 1975;McKenzie et al, 1968;Stedman, 1976;Todd et al, 1976). The rewards and sanctions to be used have been spelled out very explicitly (Edlund, 1969;McKenzie et al, 1968;Schumaker et al, in press), and have also been left largely up to the parents (Ayllon et al, 1975;Karraker, 1972).…”

Parent influence on academic achievement: an idiographic study

“…For some students, this type of feedback, in addition to other factors, seems to be sufficient motivation for the maintenance of adequate school performance. But for many students, the reinforcement gradient is much too long and the feedback much too delayed to support optimum classroom performance (Edlund, 1969;Karraker, 1972;. Programs that involve home-based consequation of school behavior are based on the premise that the feedback concept inherent in standard report card systems can be of more benefit to teachers, student and parents than it now is.…”