The teacher meets with the student to create a behavioral contract. (Other school staff, and perhaps the student`s parents, may also be invited to participate.) Then, the teacher meets with the student to create a behavioral contract. The contract should include the following: There may be several possible explanations as to why a behavior contract is ineffective: A behavior contract can create opportunities for your child to reflect on their behavior, which can help them improve skills such as self-monitoring and self-control. For example, the contract may set a goal for a student to “participate in classroom activities, raise their hand, and be recognized by the class or special education teacher before making a response or comment.” Art, fitness, or library teachers would then assess the student`s behavior in these extracurricular environments and share these assessments with the classroom teacher. A behavioral contract can be an effective tool for many reasons. Here are some of the benefits: Behavioral contracts can take many forms. They may look like formal agreements, or they may be sticker diagrams. They may also include “daily testimonials” that your child`s teacher gives your child. No form is better than the other. It is important that the contract works well for your child. Children may have behavioral contracts, whether or not they have an IEP or 504 plan. Children with certain differences in learning and thinking may have difficulty controlling their behavior at school. If your child often gets into trouble because they perform or don`t follow instructions in class, a behavioral contract might help.
Your child`s teacher can suggest one. Or you can share the idea with the teacher if you think it would be useful. Q: What should I do if I find that the behavior contract is not working? The behavioral contract is a simple positive reinforcement intervention that is often used by teachers to change student behavior. The behavioral contract details the expectations of students and teachers (and sometimes parents) in the implementation of the intervention plan, making it a useful planning document. Because the student usually has a contribution to the conditions set out in the contract to earn rewards, the student is more likely to be motivated to abide by the terms of the behavioral contract than if those terms had been imposed by someone else. (NOTE: See an example of a behavior contract as an attachment at the bottom of this page.) If your child has an IEP or 504 plan, a behavioral contract can help them achieve behavioral goals that may already be part of that plan. Or a behavioral contract can follow an assessment of functional behavior and be part of a resulting behavioral intervention plan. Behavioral contracts generally work best for children in second grade and beyond, all the way to high school. Second-year children may have difficulty understanding how the contract works and what is expected of them. Q: How can I react if the student starts arguing with me about the terms of the contract? A behavioral contract can help your child improve their self-monitoring skills. Here`s what you need to know about behavioral contracts.
The contract describes the expectations of your child`s behaviour. It describes all the specific behaviors your child struggles with or works with, as well as the goals of those behaviors. Ideally, goals are achievable, but always challenging. It can provide valuable feedback for your child. Normally, you or the teacher would talk to your child every day about how the day went. This allows your child to talk about it every day and reflect on what they have accomplished and what they could do best. A behavioral contract could benefit any student who needs to improve their behavior at school. It could be helpful for children with ADHD who may have problems with impulsivity, inattention, or hyperactivity. A behavioral contract can work well for children who have problems organizing and completing work. They could also be useful for children who often have tantrums, or for those who engage in oppositional behavior. The teacher decides which specific behaviors are selected for the behavior contract.
If possible, teachers should set behavioral goals for the contract in the form of positive, pro-academic, or pro-social behaviors. For example, a speaker may worry that a student will frequently call answers during class hours without first getting permission from the teacher to speak. For the contract, the teacher`s concern that the student speaks can be expressed positively as follows: “The student will participate in the lecture and discussion of the lesson, raise their hand and be recognized by the teacher before making a response or comment.” In many cases, the student can participate in the selection of positive goals to increase the child`s involvement in the behavioral contract and motivation for him. .