Who Will It

Work For?
Behavior contracts are very
effective teaching strategy/
classroom management
strategy. It is effective for:

Why It Works?
- Behavior contracts tend to be successful
because the student has input into the
conditions that are established within the
contract for earning rewards, so the student
is more likely to be motivated to abide by
the terms of the behavior contract

- All students regardless of

grade level, gender, or disability
status
- Students with ADHD
- Students with Autism

- Provides students with one on one help,

support, and intervention

- Students with Emotional and

Behavioral Disorders

- Holds students accountable

- Students with Intellectual

Disabilities

- Promotes self responsibility and improves

students grades and communication

Behavior
Contracts
A behavior contract spells out
in detail the expectations of
student and teacher (and
sometimes parents) in carrying
out the intervention plan and
points out the rewards and
consequences for their actions;
this is a simple positive
reinforcement intervention that
is widely used by teachers to
change student behavior

Aaron Rios
Success is a journey not a destination Arthur Ashe

Steps to Creating a Behavior Contract:

1. The teacher decides what specific behaviors to select for the behavior contract
(define in positive terms; identify the behavior to be increased)
2. The teacher schedules and holds a meeting with the involved parties; parents
should be included
3. With the student, determine the reward system for meeting the goals
4. With the student, determine a system of consequences for failure to comply with
the contract guidelines
5. Select the method that will be used to track the childs progress
6. Finalize the meeting with a verbal reading of the behavior contract. Have all
parties included and make copies of contract for everyone.
7. Schedule and hold follow up meeting to evaluate necessary modifications to the
behavior contract

Reasons for Creating

Behavior Contracts:
- Calling answers out in
class without raising hand - Off-task behavior

- Sleeping
- Getting out of desk to
often

- Wandering around the classroom

- Decreasing loud vocalizations

- Not having supplies

ready for class

- Students tattling

- Attending school

References:
Bowman-Perrott, L., Burke, M., Marin, S. (2015). A
meta-analysis of single case research on
behavior contracts: effects on behavioral and
academic outcomes among children and youth.
Behavior Modification, 39 (2), 247-269.
Brown, K. (2012). It is not as easy as ABC: examining
practitioners views on using behavioral
contracts to encourage young people to accept
responsibility for their anti-social behavior.
Journal of Criminal Law, 76, 53-70.
Koszegi, B. (2014). Behavioral Contract Theory. Journal
of Economic Literature, 52 (4), 1075-1118.