The efficacy of a school-home note intervention using internet communication for decreasing inappropriate classroom behaviors of secondary level students

Abstract

Although there has been a considerable amount of research during the last three decades demonstrating the effectiveness of the school-home note intervention with elementary school-aged students, only one published study examined its* effectiveness with high school-aged students. No research was noted that employed the use o f the Internet as a means of communicating the note between school and home. The present study examined the efficacy of the school-home note intervention, incorporating positive and negative consequences and communicated daily via the Internet, at changing participant’s inappropriate classroom behaviors in the secondary level. The study also examined the treatment acceptability o f the school-home note intervention by each participant’s parent. Observational data of three males attending regular education in 11-12 grades were collected for 18 days. Similar to results of other studies that reported the effectiveness of the school-home note in reducing disruptive and disengaged behaviors of students in the elementary setting, the present study also demonstrated notable decreases in each of the target behaviors. Two important findings were observed. First, immediately following the parent conference prior to parental receipt of the first school-home note, a notable decrease in each of the target behaviors occurred. Secondly, participants 1, 2. and 3 exhibited a decrease in the mean of the daily percentage of intervals across phases in off-task behaviors (22%, 51%, and 62%), fidgeting behaviors (47%, 39%. 38%), and inappropriate verbalizations (9%. 32%, and 39%), respectively. Target behaviors remained low. with only moderate to low variability, during the intervention phase. The daily achievement of the performance criterion by each participant did not necessitate the delivery of negative consequences. One parent of each participant completed a questionnaire that measured treatment acceptability. High scores were obtained from the parent of participants 1,2, and 3 of 86, 88. and 90. respectively, on a 90-point scale. Responses indicated that parents perceived the intervention was effective in changing target behaviors, were willing to continue the intervention procedures, and to recommend the procedure to other teachers and parents. A further indication of the acceptability of the Internet-delivered school-home note was the expressed willingness to use the technique for other problem behaviors.