Increasing assignment completion and accuracy using a daily report card procedure

Abstract

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.Classroom problems such as disruptive behavior and failure to complete assigned work traditionally have been difficult problems for teachers to control. Reinforcement procedures such as token economies and point systems with privilege and item exchanges have, in many cases, provided an answer to such problems (McLaughlin & Malaby, 1972a,b). There is substantial research in support of their value (McLaughlin & Malaby, 1974). Some drawbacks to the use of these methods, however, are the facts that such techniques are frequently time consuming, and, therefore, not economical for the classroom teacher.A potential solution to this problem lies in the use of home-based reinforcement procedures. Research into the use of home-based reinforcement has demonstrated the value of such procedures. Surrogate "Teaching-Parents," natural parents, and special education teachers have been trained successfully to alter behaviors in home environment settings and classrooms through the administration of contingency management systems based in the home.In a study by Christopherson, Arnold, Hill, and Quilitch (1972), two sets of natural parents were trained to administer a token economy in the home. Subjects were 5 children between the ages of 5 and 10 from two separate families. Problem behaviors included refusal to help with household chores, inappropriate verbal behavior toward parents, and bickering between children. In the first family, the children were given points contingent on the completion of chores. Point fines were levied by parents for behaviors such as bickering, teasing, and whining. Points could be traded by the children to purchase licenses that permitted them basic in-home privileges, trips to drive-in movies, or picnics. Data were gathered by the parents.Results reflected a marked decrease in the incidence of undesirable behaviors, such as whining and bickering, and a significant increase in the completion of chores. A similar point system used with the children of the second family produced marked success in helping increase number of chores completed.Requests for reprints should be sent to Barry M. Drew,

Performance patterns of high, medium, and low performers during and following a reward versus non-reward contingency phase.

“…Consistent with previous research on the use of reward contingencies to improve math performance (e.g., Drew et al, 1982;Pavchinski et al, 1989), both the accuracy and completion contingencies applied in this study resulted in higher math accuracy and completion rates than a non-reward condition. The reward contingencies led students to perform with greater accuracy and completion than under the no-reward condition, suggesting that bonus points likely served as reinforcers to students.…”

“…Research by Drew, Evans, Bostow, Geiger, and Drash (1982); Pavchinski, Evans, and Bostow (1989); Weiner, Sheridan, and Jenson (1998); and McGinnis, Friman, and Carlyon (1999) indicated that rewards for complete and accurate academic responding can be powerful reinforcers for school learning. Both Drew et al (1982) and Pavchinski et al (1989) required accurate responding for students to earn rewards (e.g., tokens, home-based privileges).…”

Increasing word recognition and math ability in a severely learning-disabled student with token reinforcers

“…Bailey, Wolf, and Phillips (1970) investigated the effectiveness of a home-based reinforcement system in modifying the classroom behaviors of five delinquent youths. Drew, Evans, Bostow, Geiger, and Drash (1982) investigated the effects of a homebased reinforcement system on increasing math problem completion. The teacher marked either "yes" or "no," dependent on whether the youth had "studied the entire period" and "obeyed the class rules."…”

Daily Report Cards: A Recommended Intervention in the Schools

“…Reinforcement procedures such as token economies and point systems with privilege and item exchange have, in many cases, provided an answer to such problems. However, such techniques are frequently time consuming, and, therefore, not economical for the classroom teacher (Drew et al, 1982). Daily report cards provide a cost effective and extremely efficient system that not only improves classroom behavior, but helps improve academic work as well.…”