Modification of the excessive inappropriate classroom behavior of two elementary school students using home-base consequences and daily report-card procedures.

Two boys, ages 8 and 10, kept shouting and leaving their seats during lessons. Their teacher filled out a small card every afternoon. The card listed five rules like "Stay in seat" and "Talk only with permission."

Each rule got a 0, 1, or 2. The boys took the card home. If the total score was high enough, they earned TV time, bike riding, or a later bedtime. Parents gave the rewards; the teacher did not change her usual style.

Disruptive acts dropped from about 12 per hour to 4 per hour for both boys. Gains showed up the very first day the card went home. Teacher praise and scolding stayed the same, so the drop was caused by the home reward, not more teacher work.

The idea builds on Fay (1970). That study used candy and a radio beep in class. D et al. moved the reward out of school and let parents handle it, cutting teacher load.

Anonymous (2019) tried the same home-note plan with autistic students. Only two of four kids improved. The mixed result does not clash with D et al.; it simply shows the card works best for neurotypical kids or needs extra tweaks for autism.

Rosenfeld et al. (1970) fixed disruption with teacher praise alone. D et al. proves you can get the same drop without adding any teacher attention, a useful option when the teacher’s plate is full.

You can shrink problem behavior fast without extra classroom time or tokens. Pick two or three clear rules, score them on a card, and let parents run the rewards. Start with simple privileges the family already gives so follow-through is easy. If the child has autism, add visuals or more frequent check-ins; the basic card may not be enough.