| Description |
The efficacy of home notes has been extensively documented across decades of research for improving classroom behavior, academic skills, and home-school communication. However, when used in traditional paper form, home notes may be forged, lost, or destroyed. More recently, there has been increased interest in web- and technology-based interventions due to increased feasibility, accessibility, and efficiency. However, more research is needed in this area. The purpose of the current study was to replicate and extend Knorr's (2015) research evaluating the effectiveness of an Electronic Daily School Note intervention package for improving on-task behavior, math performance, and home-school collaboration. A multiple-probe, multiple-baseline single-subject design was used. The study was conducted in one public elementary school serving predominantly low-income ethnic minority students. Participants included four males in either the fourth or fifth grade who were referred by their teacher for having lower rates of on-task behavior and math performance as compared to classroom peers. During the intervention phase, participants' on-task behavior and parent review of the Electronic Daily School Note were contingently reinforced. Results indicate that the Electronic Daily School Note intervention package produced large increases in participant on-task behavior (Tau-U = .90; IRD = .88), which were maintained at a three-week follow-up (Tau-U = .60; IRD = .49). Three of four participants' rates of on-task behavior approximated that of classroom peers during the intervention phase. Correlational coefficients between teacher ratings on the Electronic Daily School Note and data obtained via direct observation were at or above .70 and significant at the .05 level. Participants demonstrated medium to large increases in math problem completion (Tau-U = .65; IRD = .67) and large increases in accuracy (Tau-U = .70; IRD = .71) on curriculum-based math worksheets. However, these effects were maintained for only one participant at three weeks follow-up. Parents reviewed Electronic Daily School Note data with their child 84% of the time. The intervention had high parent and student acceptability. Teacher social validity ratings were mixed. All parents and teachers reported the Electronic Daily School Note intervention package improved their home-school collaboration. Study limitations and future research directions are discussed. |
