ABSTRACT
In the current chapter, we describe methods of communication between home and school that allow teacher, parents, and students to collaborate selecting contingencies to be delivered at home, school, or both. Home–School Communication (HSC) is an important strategy for young secondary students with ADHD, as it provides information for parents to assist teachers in assisting students with challenges associated with ADHD, such as homework completion and submission. Although research has only been conducted with young secondary students, it can be adapted for use with older students as well. The chapter begins with the story of Cannon, a sixth-grade student who disrupts class by blurting out answers to questions, throwing objects, and moving around the classroom without permission. In the chapter, we describe:
four stages of HSC: (1) collaborative goal setting, (2) developing a form of communication, (3) teaching students the desired behavior, (4) reporting and providing feedback;
three barriers to implementation (stigma, willingness, and resources) and means of overcoming each;
considerations and suggestions for culturally responsive HSC (cultural perspective of disability, parents’ perspectives of discipline, parent’s language);
programming for individual plans that include HSC with examples associated with CASEL standards, levels of academic achievement and behavior functioning, and an associated annual smart goal.
