@article{ref1,
title="An analysis of home contingencies to improve school behavior with disruptive adolescents",
journal="Education and treatment of children",
year="1983",
author="Trice, Ashton D. and Parker, Frank C. and Furrow, Floyd and Iwata, Margaret M.",
volume="6",
number="4",
pages="389-399",
abstract="Home contingencies (allowance and curfews) based on daily reports of the academic and conduct performance of four 16-year-old disruptive students increased appropriate behavior in six areas. Four forms of feedback (good day cards, checklist summaries, detailed written reports, and phone calls) were contrasted. The least costly and simplest form of feedback--the good day card--showed modest treatment advantages over the more complex methods used and was preferred by three of the four parents. Implications for programmatic use of home contingencies are discussed.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}