Behavior Contract
Behavior Contract
Embedded Files
Using a behavior contract...
Creates a co-authored plan with success criteria
Streamlines clear goals for student to achieve
Provides a timeline to reassess growth
Implementation
Implementation
Overview
Introduce the behavior contract at a parent conference or student led conference.
Ask student to generate a goal for themselves. Ask guardians to do the same.
Compare the goals and partner to create a contract with clearly defined expectations.
Limit the student to one behavior/goal that can act as an umbrella for the contract such as respect.
Contract is designed to have student focus on one specific target behavior
Student must take ownership of behavior by signing the contract daily.
Meetings to check up and check in should be developed and known to all involved.
Core Components
A reasonable timeframe must be used
1-3 clear goals are used
Clear success criteria are provided
Student involved crafting of goals
Proactive Implementation
A behavior contract can be preemptively created with the class, group, or individual student at the start of a year/semester. The student helps design the contract (ideally with their own goal formation and family support). The contract is then put in place and followed throughout the year.
Responsive Implementation
If a student, group, or class is having difficulties with a particular target behavior (If there are many different behaviors then this strategy should not be the primary option) then the introduction of a behavior contract may be appropriate. The contract should include look fors and be co-created with student and family input.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the introduction of an accountability partner may be used. The contract may include incentives or consequences that directly impact a preferred partner. For example both students may need to maintain the contract to earn a pair incentive.
Skills Training
If the need is skill building the the target skills should be the basis for the contract with specific look fors and a plan of action for teaching these skills both through embedded instruction and explicit lessons.
Awareness
If the need is awareness then the contract should have examples of expected vs. unexpected behaviors that fall into the contract.
Emotional Regulation
If the need is regulation then the contract may not emphasize specific actions but focus more on the implementation of coping or de-escalation tech
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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