SUMMER 2017 DR.

DUCHAINE ANGELA GARZA #8

BEHAVIOR CONTRACTS
Examples
THREE BEHAVIOR
CONTRACT
MODELS YOU CAN
USE IN THE
CLASSROOM

Teaching behaviors Decreasing behaviors Monitoring completion

What Are Behavior

Contracts?
A behavior contract is a document that specifies a
contingent relationship between the completion
of a specified behavior and access to a reward.
The contract has a description of the target
behavior, a description of the reward, a description
of the consequence and the task record. Behaviors
are tracked by receiving tokens/stickers/
checkmarks for exhibiting the positive behaviors to
reach the reward. The contracts are to be used on a
daily basis until the behavior expectation is met.
The student develops the contract in the morning,
and reviews it throughout the day on day 1 then
reviews it daily as the intervention continues.

Behavior contracts are created by the student

and the teacher.
SUMMER 2017 DR. DUCHAINE ANGELA GARZA #8

Responsive Student
How do they work? Populations
These contracts work by making the student responsible
for their daily behaviors. They will be rewarded if they
meet their goal or face the consequences they created if
they do not. There is an increase in motivation because of
the incentive, and students enjoy earning prizes. Behavior
contracts are useful for any students with a negative
behavior that hinders their abilities.
Students with ADHD have an increase in self
esteem and receive positive attention
How do I implement with the use of behavior contracts.

them?
Implementing a behavior contract involves getting a
baseline record of the behavior you are trying to target
and then finding rewards and consequences that will work
for the individual. The steps below are how to begin the
implementation process.

Steps:
Students with ED benefit from behavior
1. Identify the behavior of concern. contracts because they have an increase in
motivation.
2. Collect data about the current occurrences.

3. Create an objective as specific as an academic one.

4. Develop a list of reinforcements that work with the

student.

5. Develop a list of consequences the student will face.

6. Determine who will sign the contract. (Only the student

Behavior contracts reduce antisocial
and teacher or more adults?)
behaviors while increasing direction
7. Determine how long the contract will be in place for following for students with ASD.
evaluation purposes.

8. Have the student create the Supporting Research

contract with you and explain
how it works and who is
responsible for signing.
9. Have the student review the
contract on multiple occasions
throughout the day, everyday.
Cook, M. N. (2005). The disruptive or ADHD child: What to do when kids
won't sit still and be quiet. Focus On Exceptional Children, 37(7), 1.
Hawkins, E., Kingsdorf, S., Charnock, J., Szabo, M., Middleton, E., Phillips,
J., & Gautreaux, G. (2011). Using behaviour 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.
Ruth, W. J. (1996). Goal setting and behavior contracting for students with
emotional and behavioral difficulties: Analysis of daily, weekly, and
total goal attainment. Psychology In The Schools, 33(2), 153-58.
Downing, J. A. (2002). Individualized behavior contracts. Intervention In
School & Clinic, 37(3), 168-172.