What is a behavior contract?

A behavior contract is a document that specifies what behaviors are

appropriate and inappropriate, and how the student will be rewarded for the
duration of the contract. The behavior contracts are also used to improve
desirable behaviors and decrease undesirable behaviors within the
classroom, at home, or even in any social settings.

Who does it work for?

LD students

EBD students
MH/ID students
Behavior problems
students

What can I use them for?

Behavior contracts can be used in any classroom. It can

also be included in a students IEP, if necessary. The
behavior contracts are to be used to teach the students
how to be responsible for themselves, their behaviors,
and their actions. Behavior contracts can also increase
motivation for the students and to teach them to become
more organized.

Collaborative
Behavioral Contract

Collaborative behavioral
contract is the same as a regular
behavior contract with the
exception there is a part where it
details all of the people that will
take part of the behavior
contracts (parents, teachers, etc.)

The Seven Steps to Making

& Implementing a Behavioral Contract

1) Target behaviors
Identify and choose which behaviors you want to change
and behaviors that are desirable.
This is when you can set the frequency, duration, and
intensity of the behaviors and rewards.
2) Obtain baselines
You should have knowledge of the behaviors in order to see
the effectiveness of the behavior contract.
3) Determine positive rewards and consequences
This is when you determine how to reward the student for
following the contract. This can be tangible, individualized,
or class reward (for the whole class).
The rewards should also have a wide selection so that the
student does not get bored from the reward after a while.
4) Set realistic goals
The rewards should be worth the points from the contract.
The teacher should allow the student to make suggestions
for what the rewards can be, but the teacher needs to be in
control at all times.
5) Determine means of record keeping
This should be given by stars, check marks, stickers, etc.
6) Implement and modify the program
This is when you will actually utilize the contract. This is
when you (as a teacher) make notes if the contract is
effective and if it needs to be changed.
7) Increase Maintenance, generalization, & intrinsic motivation
As the last step, the end goal for all students is to move
them from extrinsic motivation to intrinsic motivation.
References
Arwood, B., & And, O. (1974). The effects of behavior contracts and behavior proclamations on social conduct
and academic achievement in a ninth grade english class. Adolescence.
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.
PBIS World. (2014). Behavior Contract. Retrieved from http://www.pbisworld.com/tier-2/behavior-contract/
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.
Wright, Jim. (n.d.) Behavior Contract. Retrieved from http://www.interventioncentral.org/behavioralinterventions/challenging-students/behavior-contracts