A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD

Abstract

Both teacher and parent delivered consequences have been shown to be effective in improving the classroom behavior of children with Attention Deficit Hyperactivity Disorder (ADHD). However, there is a delay between the behavior and delivery of parent provided consequences. The delay may make the consequences less salient and effective, for children with ADHD. The current study compared the effectiveness of parent delivered consequences (PC) to teacher delivered consequences (TC) for increasing academic performance and appropriate classroom behavior in African American, low income, elementary students with ADHD. Results indicate that the two interventions are equally effective in improving children's on-task behavior and classwork productivity.

KEYWORDS:

• Attention-Deficit/Hyperactivity Disorder
• classroom interventions
• Daily behavior report cards
• school–home notes

Notes

Note: The F statistic pertains to the interaction effect of treatment condition and time of measurement. On-task and % Correct showed significant interaction effects, p < .01.