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Behavior Contracts

Behavior contracts can be used in the classroom for a variety of purposes like introducing new behaviors, increasing desired behaviors, and decreasing undesirable behaviors. They work for all students in a classroom. There are typically three parts to a contract: a description of the task, reward, and task record. To develop an individualized contract, a teacher identifies the problem behavior, considers triggers, sets a behavioral objective, and outlines strategies to address the issue. Behavior contracts provide an efficient and flexible way for teachers to modify student behavior.

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102 views

Behavior Contracts

Behavior contracts can be used in the classroom for a variety of purposes like introducing new behaviors, increasing desired behaviors, and decreasing undesirable behaviors. They work for all students in a classroom. There are typically three parts to a contract: a description of the task, reward, and task record. To develop an individualized contract, a teacher identifies the problem behavior, considers triggers, sets a behavioral objective, and outlines strategies to address the issue. Behavior contracts provide an efficient and flexible way for teachers to modify student behavior.

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Copyright
© © All Rights Reserved
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Brooke Roberson

#17
Strategy 1
2/2/16

What are behavior contracts and how do they work?


Classroom behavior contracts
may be developed for a
variety of purposes and are
effective with both academic
and social behaviors.
Potential uses include:

Introducing and
teaching new
behaviors,
Increasing the rate of
a desired behavior,
Maintaining and
supporting application
of generalization of
skills,
Decreasing or
extinguishing
undesirable behaviors,
Monitoring completion
of academic tasks or
objectives, and

Who Will They Work for?


Behavior contracts are for all individuals in a classroom. According to Cooper, Heron and
Heward (2007), a behavior contract is defined as a document that specifies a contingent
relationship between the completion of a specified behavior and access to a specified
reward. The use of a behavior contracts to address different behavior issues are well
established. There are three major parts in most contracts: a description of the task, a
description of the reward, and the task record.

How to Use Behavior


Contracts in the
Classroom
Teachers find behavior
contracts efficient, flexible,
and highly individualized.
Here are step-by-step
strategies used for
developing and
individualized behavior
contract:
1) Identify the area of
concern,
2) Describe the
circumstances under
which the target
behavior generally
occurs,
3) Consider the
antecedent events
that trigger the
behavior,
4) Determine whether
there are antecedent
events or
consequences that
are effective at
decreasing the
behavior,
5) Form a reasonable
hypothesis that
explains why you
believe the student is
engaging in the
behavior,
6) Collect or summarize
information about the
current level at which
the behavior is being
exhibited,
7) Behavioral objectives
must be just as
specific, observable,
and measureable as
academic objectives,
8) Identify strategies
that have been
attempted

References:

Carns, A.W., & Carns, M. R. (1994). Making behavioral


contracts successful. School Counselor, 42155-160.
Downing, J. A. (2002). Individualized behavior contracts.
Intervention In School & Clinic, 37(3), 168-172.
doi:10.1177/105345120203700306
Hawkins, E., Kingsdorf, S., Charnock, J., Szabo, M., Middleton,
E., Phillips, J., & Gautreaux, G. (2011). Using behavior
contracts to decrease antisocial behaviour in four boys
with an autistic spectrum disorder at home and at
school. British Journal Of Special Education, 38(4),
201-208. doi:10.1111/j.1467-8578.2011.00518.x

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