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The present article reviews and evaluates the current research on the use of home-based reinforcement programs to modify both disruptive and academic behaviors in the classroom. This treatment program has been used with a variety of students, settings, and behaviors, and the results have been positive. However, the conclusions concerning the effectiveness of home-based reinforcement programs are limited because of the methodologies used in the studies that are reviewed. Over the past 10 to 15 years, the role of the behavioral psychologist who works with children has gradually changed from that of direct change agent to that of consultant. More and more frequently, parents are trained as behavior therapists for their child's problems. Recent reviews indicate that this is an effective and efficient treatment approach (Berkowitz and Graziano, 1972; Graziano, 1977; Johnson & Katz, 1973; O'Dell, 1974). In the field of education, a similar shift has occurred. There is now substantial experimental evidence which indicates that teachers themselves can function as behavior modifiers in the classroom and can deal with a wide variety of problems (O'Leary & O'Leary, 1976, 1977b). More recently, an increasing number of studies have tried to join the teacher and parent in a cooperative effort to reduce problems in the school setting. The present article reviews the current research on the use of home-based reinforcement programs de
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