Behavior Contracts

K ristyna Faz #5

What is a behavior contract?

- a document that specifies a contingent relationship

between the completion of a specified behaviour
(such as writing an essay) and access to a specified
reward (such as access to the playground for five
minutes or access to the computer for ten minutes).
There are three major parts in most contracts: a
description of the task, a description of the reward,

and the task record.

-Basically it is an agreement between two or more
persons specifying what each person will do for a
stated period of time.

Who can benefit from a behavior

contract?
-students with ADHD
-students with ASD
-any student who frequently displays and

undesired/disruptive behavior

W hy do behavior contracts work?

-Behavior contracts becomes a method of giving the student
specific things to do while avoiding the process of nagging
him/her to do something.
-Behavior contracts use positive reinforcement to achieve the
desired behavior

Steps to implementing a behavior

contract:
1. Determine the desired behavior. All expectations be
described clearly and completely. (For example, read
5 pages and then you can play with a friend for 10
minutes.)
2.

Make sure the contract has mutually accepted

goals between teacher and student. Sit with the

student and discuss this.
3.

Negotiate with the student. Let them know they

matter and ask what reward they would be willing to

work towards.

Tips for making sure behavior Contracts

are Successful:
-Be

consistent

-Set the child up for success- make sure the child is able
to achieve the goal to get the reward
-Use Positive language-I raised my hand to talk
-The reward magic number shouldnt be for the total of

points possible, to receive the reward

-Involve the family members at home. This can lead to
more success

References
George, R. L. (1973). Education, 94(1), 82.
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.
Pipkin, C. S. P., Winters, S. M., & Diller, J. W. (2007). Effects of instruction, goals, and reinforcement on academic
behavior: Assessing skill versus reinforcement deficits. Journal of Early and Intensive Behavior Intervention,
4(4), 648-657. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805601&site=eds-live