Abstract
This article describes the effects of a home-based reinforcement program on the academic performance and inappropriate behaviors of 3 fourth-grade boys. Home contingencies were placed on only academic performance. The home-based system resulted in marked increases in academic performance and large decreases in disruptive behavior for all three subjects. Throughout baseline and treatment conditions, there was a strong negative correlation between academic performance and disruptive behavior. The intervention was evaluated using both visual inspection (multiple baseline across subjects) and interrupted time-series analysis.
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