Behavior Contracts and Student On-Task Behavior in Class

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.

Addressing Each Child's Individual Needs

The fundamental aim of behavioral contracting is to modify "inappropriate," "abnormal," or "undesirable" behavior (Watson, 2003). The technique focuses on gradually accustoming a child to a particular pattern of conduct, helping the child develop focus and sustained attention, providing a reward when the child achieves the stated goal, and periodically increasing the difficulty of the goal as the child demonstrates improvement.

This strategy, however, differs based on the individual needs of each child and on the behavior modification interventions most applicable to that child. Examples of interventions used to build appropriate behavior include praise and approval, modeling, positive programming, shaping, token economy, and self-monitoring (Watson, 2003). Interventions used to reduce undesirable behaviors include extinction, reinforcing incompatible behavior, relaxation, and self-monitoring (Watson, 2003).

When analyzing and evaluating a child's intervention needs, the child's current behavior and skill level must both be considered. According to the Chesapeake Institute and the Widmeyer Group of Washington, D.C., a multidisciplinary team should assess both the academic and behavioral needs of a child using formal diagnostic assessments and informal classroom observations (2000).

General Instructional Principles for Staying on Task

To maintain an effective behavioral contract, teachers must be able to provide strategies that help students stay focused. The Chesapeake Institute and the Widmeyer Group of Washington, D.C. developed the following instructional principles as supplements to a behavioral contract for students with Attention Deficit Disorder (ADD) (2000).

Review Previous Lessons. Providing students with an overview of the previous lesson helps them prepare for the next one. Being reminded of prior content can prevent students from becoming confused about how to approach the current lesson.

Set Learning Expectations. Informing students in advance about what will be covered in the day's session gives them a clear idea of what to anticipate, which supports attentiveness and engagement.

Set Behavioral Expectations. Describing how students are expected to behave can help them feel at ease during class. For instance, letting students know they may ask questions by raising their hands can help them learn more effectively than if they are unsure whether asking questions is acceptable.

State Needed Materials and Explain Additional Resources. During activities, informing students which materials they may use facilitates the learning process. When students are unsure what tools are available to them, uncertainty can lead to boredom and disengagement.

Additional teaching strategies identified by the Chesapeake Institute and the Widmeyer Group include: use of audio-visual materials, checking student performance, asking probing questions, conducting ongoing student evaluation, helping students self-correct their own mistakes, reminding students who are falling behind to refocus on their work, and managing classroom noise levels (2000).