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Abstract
The present study examined the effectiveness of home-based reinforcement for improving the classroom behavior of an ADHD preschooler. Using an ABAB design, the student received a school-home note during treatment phases of the study. The note required the teacher to evaluate behavior and parents to provide consequences at home based on these evaluations. The subject was given daily feedback in the form of a note during a morning and an afternoon period. The results showed increased attentiveness, decreased disruptiveness, and decreased activity changes in the targeted subject during treatment conditions.