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Increasing assignment completion and accuracy using a daily report card procedure
Author(s) -
Drew Barry M.,
Evans Joseph H.,
Bostow Darrel E.,
Geiger Glenn,
Drash Philip W.
Publication year - 1982
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198210)19:4<540::aid-pits2310190423>3.0.co;2-c
Subject(s) - reinforcement , psychology , report card , class (philosophy) , applied psychology , mathematics education , developmental psychology , social psychology , pedagogy , computer science , artificial intelligence
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.