Citation

Trice AD, Parker FC, Furrow F, Iwata MM. Educ. Treat. Child. 1983; 6(4): 389-399.

Copyright

(Copyright © 1983, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Home contingencies (allowance and curfews) based on daily reports of the academic and conduct performance of four 16-year-old disruptive students increased appropriate behavior in six areas. Four forms of feedback (good day cards, checklist summaries, detailed written reports, and phone calls) were contrasted. The least costly and simplest form of feedback--the good day card--showed modest treatment advantages over the more complex methods used and was preferred by three of the four parents. Implications for programmatic use of home contingencies are discussed.

Language: en