The elimination of discipline problems through a combined school-home motivational system

Abstract

Behavioral control of classroom disruption is usually achieved through some form of school-based motivational system. Upon discovering limitations in this source of reinforcement, a new procedure was implemented that included the children's homes as a powerful source of reinforcement to eliminate discipline problems in school. This procedure consisted of linking the child's daily classroom behavior to consequences provided at home by the parents. An entire class of 23 students was observed for 1.5 hr daily. Baseline measures indicated that the average level of disruption was 90%. To give the child (and parent) feedback regarding his classroom conduct a “Good Behavior” letter was sent home with the child if he met criteria for good conduct. Parents then provided differential consequences in the home, based on the receipt or nonreceipt of the letter. Within a day, the contingent presentation of the letter for good conduct decreased disruptive behavior to a mean of 10%. When the “Good Behavior” letter was given irrespective of conduct in school, disruption rose to 50%. The reinstatement of the contingent presentation of the letter immediately reduced disruptive behavior to zero. The results indicate that a school-home-based motivational system can be effective in reducing disruptive behavior and maintaining appropriate conduct in the classroom. In addition, this procedure helps to integrate the school's objectives with the parents' legitimate expectations.