The elimination of discipline problems through a combined school-home motivational system

Ayllon, Teodoro; Garber, Stephen W.; Pisor, Kim

doi:10.1016/s0005-7894(75)80183-3

Cited by 56 publications

(28 citation statements)

References 16 publications

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“…The procedure has long been established as an effective and socially valid treatment for improving a wide range of student behaviors (Chafouleas, Riley-Tillman, & McDougal, 2002;Kelley, 2003). Target behaviors have included homework and classwork completion, attendance, attentiveness, and disruptive behavior (Ayllon & Garber, 1975;Blechman, Taylor, & Schrader, 1981;Jurbergs, Palcic, & Kelley, 2007;Kelley & McCain, 1995). The behavior of children from preschool through high school has been effectively treated with the procedure (McCain & Kelley, 1993;Schumaker, Hovell, & Sherman, 1977).…”

Section: Introductionmentioning

confidence: 99%

“…Teacher feedback to students and parents is one component of the DBRC (Ayllon et al, 1975;Blechman, Kotanchik, & Taylor, 1981;Blechman, Taylor, & Schrader, 1981;Jurbergs et al, 2007;Kelley & McCain, 1995). It is possible that daily feedback to students is the essential ingredient and that parent delivered consequences do not substantially improve DBRC effectiveness.…”

Section: Introductionmentioning

confidence: 99%

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Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD

Jurbergs

Palcic

Kelley

2010

Child & Family Behavior Therapy

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD

Jurbergs

Palcic

Kelley

2010

Child & Family Behavior Therapy

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“…A token economy was already in use and was being implemented by trained staff personnel. Ayllon, Garber, and Pisor (1975) employed a "good behavior letter" from teachers to inform parents of their children's daily classroom behavior. Subjects were 23 children in a third-grade class who were approximately one year behind their peers in basic academic skills, and who manifested a high rate of disruptive behavior.…”

mentioning

confidence: 99%

Increasing assignment completion and accuracy using a daily report card procedure

Drew¹,

Evans

Bostow

et al. 1982

Psychol. Schs.

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Home-based reinforcement techniques have been used successfully to decrease a number of disruptive classroom behaviors. Few studies have been conducted, however, examining the effects of home-based reinforcement as a tool to increase positive school performance. This study examined the effects of a daily report card procedure designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work, a problem commonly encountered in elementary school classes. The use of the procedure produced immediate significant changes in rates of both completion and accuracy for the two participants in the study. Results and problems of using the home-based reinforcement procedure are discussed.Classroom problems such as disruptive behavior and failure to complete assigned work traditionally have been difficult problems for teachers to control. Reinforcement procedures such as token economies and point systems with privilege and item exchanges have, in many cases, provided an answer to such problems (McLaughlin & Malaby, 1972a,b). There is substantial research in support of their value (McLaughlin & Malaby, 1974). Some drawbacks to the use of these methods, however, are the facts that such techniques are frequently time consuming, and, therefore, not economical for the classroom teacher.A potential solution to this problem lies in the use of home-based reinforcement procedures. Research into the use of home-based reinforcement has demonstrated the value of such procedures. Surrogate "Teaching-Parents," natural parents, and special education teachers have been trained successfully to alter behaviors in home environment settings and classrooms through the administration of contingency management systems based in the home.In a study by Christopherson, Arnold, Hill, and Quilitch (1972), two sets of natural parents were trained to administer a token economy in the home. Subjects were 5 children between the ages of 5 and 10 from two separate families. Problem behaviors included refusal to help with household chores, inappropriate verbal behavior toward parents, and bickering between children. In the first family, the children were given points contingent on the completion of chores. Point fines were levied by parents for behaviors such as bickering, teasing, and whining. Points could be traded by the children to purchase licenses that permitted them basic in-home privileges, trips to drive-in movies, or picnics. Data were gathered by the parents.Results reflected a marked decrease in the incidence of undesirable behaviors, such as whining and bickering, and a significant increase in the completion of chores. A similar point system used with the children of the second family produced marked success in helping increase number of chores completed.Requests for reprints should be sent to Barry M. Drew,

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“…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).…”

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confidence: 99%

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

Barth

1979

Review of Educational Research

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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.

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The elimination of discipline problems through a combined school-home motivational system

Cited by 56 publications

References 16 publications

Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD

Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD

Increasing assignment completion and accuracy using a daily report card procedure

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

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