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Abstract
This study compared the effectiveness of a school-home note with and without response cost on the disruptive and on-task behavior of three preadolescents. In both conditions, the teacher evaluated students daily and the parents provided their sons with rewards based on achieving satisfactory performance. During the school-home note with response cost condition, the teacher accompanied her reprimands with a pint loss and this information was conveyed to the parents via the note home. Using an alternating treatments design, inclusion of response cost was associated with marked improvements in attentiveness and stabilization of disruptive behavior as compared with that obtained with a traditional school-home note.