| Description |
The aim of this study was to increase the rates of on-task behavior and academic achievement for 4 participants with the Electronic Home Note Intervention Package. The Electronic Home Note Intervention Package was designed to enhance a common school-based behavioral intervention, the home note, by creating an electronic version of the home note and incorporating parent, participant, and teacher trainings and motivational components. Teachers used the Electronic Home Note in the general education classroom to monitor behavior while the participants were engaged in independent math seatwork time. Each parent was asked to review these ratings with their child on a daily basis. The Electronic Home Note Intervention Package was shown to increase the rates of on-task behavior across all participants in the study; effects were maintained at 2 weeks postintervention but these did not reach the levels of on-task of their comparison peers. Moderate improvements in completed and accurate classwork were found. Ratings made by the teacher on the Electronic Home Note were comparable to external observer's ratings using systematic direct observations and parents indicated consistent review of the Electronic Home Note data with their child. High acceptability of the Electronic Home Note Intervention Package from the participants, parents, and teachers, through social validity ratings, was found. Implications for the use of the Electronic Home Note Intervention Package and future directions are explored. |
