Behavior Contracts, also known as contingency contracts, represent a negotiated agreement between the student and authority figures in their life, such as parents and school staff. Behavior contracts specify the contingencies under which each part must act. When creating a behavior contract, it is recommended you include parents, teachers, a counselor, the student, and an administrator.

Ineffective Behavior Contract

non-negotiated
describes problem behaviors
provides no goal statement
outlines how the student will be punished if problems continue
no adults follow-through with the contract

Effective Behavior Contract

negotiated agreement
describes what the student should do/positive behaviors
provides a goal statement
outlines what the student will earn as a reward
teacher uses contract to pre-correct and prompt for positive behaviors

4 Steps to Behavior Contracts

ARRANGE A MEETING
Arrange a meeting to create the document. Participants should include guardian(s), the student, teachers, a counselor, and an administrator. The focus or purpose of your meeting should be how to achieve positive behavior, not to condemn or reprimand negative behaviors.

HOLD THE MEETING AND DEVELOP A CONTRACT
When all participants show up at the table, it is important to start with introductions and meeting norms. Next, explain how contracts are an important part of adult life and should be taken seriously. When writing the contract, describe appropriate behaviors to be exhibited and be sure they are clearly defined and that student has input in the definitions. Then identify rewards, activities, and privileges to be earned with student input. Be sure to include the frequency of the rewards as well. Once the contract is written and signed, make copies of it for all participants. Be sure to make extra copies. In the event one is lost, provide another without reprimand.

IMPLEMENTATION OF PRE-CORRECTION AND PROMPTING
Teachers must implement the pre-correction and prompting portion of the contract that they are responsible for. This is the piece of the contract that is most often neglected. Pre-correction is the teacher reminding the student of the expectations prior to starting an activity or transition. Prompting consists of responding to an incident of problem behavior by cueing the student to engage in appropriate behavior as outlined in the contract. The method of this prompt should have been negotiated in the contract. If the prompt is unsuccessful, staff must be prepared to follow through with the consequences that were outlined in the contract.

FOLLOW UP: ENSURE FIDELITY AND TROUBLESHOOT PROBLEMS
Meet as a team to ensure the fidelity of implementation and troubleshoot problem areas. Possible problems may include rewards not actually being rewarding, wait time between appropriate behavior and the reward is too long, or the precorrection and prompting are not implemented consistently.