Behavior Contract

Behavior Contract

Who is it for?

Behavior contracts can be customized for any age. It is most commonly used in middle school and high school.

What is it?

With a Behavior Contract, the student is an active participant in the planning process. Staff negotiate the contract cooperatively with the student to determine the behavioral expectations for both parties and what incentives can be earned.

Anyone who will be involved in implementing the contract (e.g., parents, teachers, administrators, etc.) should meet with the student to negotiate the terms of the contract. The student must have a voice in order to increase buy-in to the process.

How does it work?

1. Behavior and Data: Make sure that the behavior is clearly defined and reliably trackable. The behavior can be tracked using the included frequency, duration, or intensity forms or using a permanent product, such as homework completion. Remember, not clearly defining the behavior and how it will be tracked on the frontend could lead to power struggles with the student later.

2. Incentives: Select rewards that the student can earn that are meaningful and motivating to the student and within the resources of the school and/or family. Try to find multiple options. Make sure to specify the details of the reward delivery: how much, how often, and by whom.

3. Setting the Bar: Determine the necessary criteria for reinforcement (i.e., “setting the bar”). Remember that you can always “raise the bar” once the student is consistently meeting expectations.

4. Negative Consequences: Include any minor consequence (e.g., loss of a privilege, etc.) that will occur if inappropriate behavior happens.

5. Timeline: Set a timeline for the contract. Keep in mind that each student has a personalized goal, so timelines will vary.

6. Signatures: Make sure everyone involved signs the contract and provide each person with a copy for reference.

7. Stick to it!: Implement the contract as it was written. Bending the rules might seem easier at the moment but will most likely be detrimental in the long term. Reference the contract during interactions with the student, especially when the student has earned a reward.

8. Revise it: If something is not working, expectations need to be adjusted, or it’s time to start fading out, come back together and cooperatively address the issue.