D’Jon Pitchford 10

Behavior Contracts
Strategies for Students with Disabilities

Behavior Contracts
The behavior contract is a simple positive-reinforcement intervention that is widely used by teachers to change
student behavior. The behavior contract spells out in detail the expectations of student and teacher (and
sometimes parents) in carrying out the intervention plan, making it a useful planning document. Also, because
the student usually has input into the conditions that are established within the contract for earning rewards,
the student is more likely to be motivated to abide by the terms of the behavior contract than if those terms had
been imposed by someone else.

HOW TO USE WHEN TO USE

1. DEVELOP A POINT SHEET, BEHAVIORAL PROGRESS
REPORT, OR CHECK IN/CHECK OUT MONITORING
SHEET TO USE ALONG WITH THE BEHAVIOR
CONTRACT.
2. IDENTIFY THE TARGET BEHAVIOR WITH THE STUDENT.
3. IDENTIFY REINFORCERS THAT THE STUDENT WILL
WORK TO EARN (E.G., TELL A JOKE, COMPUTER TIME,
AN ACTIVITY, AN ITEM FROM A PRIZE BOX).
Autism
- Using behavior contracts can be very effective for
students with autism because they can benefit
from the concreteness and goal-oriented nature
of a contract.
Emotionally Disturbed/Behavior Disorders

4. ESTABLISH A SCHEDULE OF REINFORCEMENT THAT IS

APPROPRIATE FOR STUDENT NEED. START WITH MORE
FREQUENT REINFORCEMENT AND FADE OVER TIME.
5. SET A REALISTIC PERFORMANCE GOAL WITH THE
STUDENT.
6. WRITE DOWN THE AGREED-UPON GOAL AND HAVE
EVERYONE INVOLVED IN THE DEVELOPMENT OF THE
CONTRACT SIGN IT.
7. MONITOR THE STUDENT’S PERFORMANCE USING THE
POINT SHEET/PROGRESS REPORT AND MODIFY THE
CONTRACTUAL GOAL, AS NEEDED.
- When behavior contracts are in place the
inappropriate behavior within the classroom is
decreased.
Attention Deficit Hyperactive Disorder
- Having a behavior contract can help students with
ADHD understand expectations, develop concrete
strategies, and remain aware that you are
working with them to ensure their success in
school.
-
 D’Jon Pitchford 10

“Human behavior flows from three main sources: desire,

emotion, and knowledge.”

Behavior Contracts

References

Carns, A. W., & Carns, M. R. (1994). Making behavioral contracts successful. ( No. 42).School

Counselor.

Frank, T., & Scharf, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student

behaviors and academic performance. Journal of the Scholarship of Teaching and

Learning, 13(4), 36-53.

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.

Kress, V. E., & Protivnak, J. J. (2009). Professional development plans to remedy problematic

counseling student behaviors. Counselor Education and Supervision, 48(3), 154-166.

Smith, S. E. (1994). Parent-initiated contracts: An intervention for school-related behaviors. ( No.

28).Elementary School Guidance and Counseling.