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Date of Award
1987
Document Type
Thesis
Degree Name
Master of Arts (M.A.)
Department
Graduate School
First Advisor
Martin T. Gipson
First Committee Member
Gary N. Howells
Second Committee Member
Esther Cohen
Abstract
Research has demonstrated various ways of improving academic performance of students in public-school classrooms (e.g., Barrish, Saunders, & Wolf, 1969), some of which may be clinically effective but not practical within present school systems. A more practical method is the use of a program involving home-based contingencies. Home-based contingencies simply means that: When children are reinforced by their parents for their appropriate behavior and performance at school, school behavior and performance will improve (Broughton, Barton, & Owen;. 1981). The current study employed a program including home-based contingencies modeled after one created by Shumaker, Hovell, and Sherman (1977), and tested the program's effect on academic performance of disadvantaged middle school youths. The independent variable was the home-based contingency component of the program, and the dependent variables were daily report cards, grades, truancy, attendance, and archival data reflecting previous grades, truancy, and attendance. Results indicated that the home-based contingency program significantly increased appropriate school behavior (t(25) = 13.85, p<0.00), but, did not have any substantial impact on grades (t(2) = 1.53, p>0.08), truancy, or attendance.
Pages
106
Recommended Citation
Quitoriano, Lupo A.. (1987). Effects of a home-based contingency program on improving academic performance of disadvantaged middle school youths. University of the Pacific, Thesis. https://scholarlycommons.pacific.edu/uop_etds/2132
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