Behavior Contracts and Student On-Task Behavior in Class
This paper examines the relationship between behavioral contracting and a student's ability to remain on task in the classroom. It defines behavioral contracts as written agreements that specify a child's behavioral obligations and corresponding teacher incentives, then reviews intervention strategies tailored to individual student needs. Drawing on guidance from the Chesapeake Institute and the Widmeyer Group, the paper outlines general instructional principles — such as reviewing previous lessons, setting learning and behavioral expectations, and explaining available materials — and refocusing strategies designed to help students, particularly those with Attention Deficit Disorder, maintain concentration during transitions between activities.
- Introduction to Behavioral Contracting: Defines behavioral contracts and their classroom purpose
- Addressing Each Child's Individual Needs: Tailoring behavior modification interventions to individual students
- General Instructional Principles for Staying on Task: Practical strategies to help students maintain focus
- Refocusing Strategies During Transitions: Techniques to redirect attention between lessons and activities
- References: Cited sources supporting the paper's claims
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What makes this paper effective
- It clearly defines the core concept — behavioral contracting — before moving into application, giving readers an accessible entry point.
- It organizes practical strategies into clearly labeled, actionable sub-points (e.g., "Review Previous Lessons," "Set Behavioral Expectations"), making the content easy for practitioners to apply.
- It connects theory to practice by grounding instructional recommendations in an established institutional source (the Chesapeake Institute and Widmeyer Group), lending credibility to the recommendations.
Key academic technique demonstrated
The paper demonstrates effective use of definition-then-application structure: it introduces a formal definition from a cited source, then systematically unpacks how that concept is implemented across different classroom scenarios. This technique helps readers understand not just what a behavioral contract is, but how and why specific strategies support its goals.
Structure breakdown
The paper opens with an introduction defining behavioral contracting and its purpose. It then addresses how interventions must be tailored to individual student needs, cataloguing specific behavior modification techniques. The third section presents general instructional principles to support on-task behavior, organized as a practical checklist. The fourth section focuses on refocusing strategies for transitions between lessons. A reference list closes the paper.
Introduction to Behavioral Contracting
When working with children, teachers occasionally encounter a student who does not behave in the same way as peers. A child may show constant inattentiveness, or may demonstrate unresponsiveness to ordinary discipline. Children with such disruptive behaviors often require special attention and monitoring as part of a process of modifying an undesirable behavior into an appropriate one. One strategy used to address a child's behavioral difficulties is behavioral contracting.
According to the Family Education Network, a behavioral contract is a written agreement that specifies the child's behavioral obligations in meeting the terms of the contract and the teacher's (or parent's) obligations once the child has fulfilled his or her part of the agreement (Family Education Network, 2003).
Behavioral contracting typically involves incentives given to a child when he or she meets the behavioral obligations outlined in the contract. This incentive structure is particularly effective in encouraging a child to cooperate.
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