Supporting Student Behavior through Behavioral Contracting

Autor/inn/en	Majeika, Caitlyn E.; Wilkinson, Sarah; Kumm, Skip
Titel	Supporting Student Behavior through Behavioral Contracting
Quelle	In: TEACHING Exceptional Children, 53 (2020) 2, S.132-139 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Majeika, Caitlyn E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920952475
Schlagwörter	Student Behavior; Contracts; Expectation; Rewards; Contingency Management; Behavior Modification; Goal Orientation; Token Economy; Teacher Student Relationship; Student Responsibility; Progress Monitoring; Feedback (Response) + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Vertrag; Expectancy; Erwartung; Reward; Belohnung; Krisenbewältigung; Behaviour modification; Verhaltensänderung; Zielorientierung; Zielvorstellung; Token-Programm; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Behavior contracts, also known as contingency contracts, have been used as a behavioral strategy for decades (Allen et al., 1993; Bowman-Perrott et al., 2015). Originating from the field of applied behavioral analysis, behavior contracts define behavioral expectations and specify contingent rewards for displaying target behaviors (Cooper et al., 2019). Behavior contracts are pragmatic (e.g., they can be applied across a variety of settings and tailored to any age or developmental ability), can be used to enhance many behaviors, are free, and do not require ample teacher time to create or implement. Moreover, students can be active participants in their creation, facilitating student agency and self-determination. Historically, behavior contracts have been used successfully in classrooms, homes, and therapeutic settings. In classroom and home settings, behavior contracts have been used to address a wide range of behavioral skills. Academic areas successfully targeted using behavior contracts include division facts, word problems (Flood & Wilder, 2002), and spelling (Newstrom et al., 1999). Social behaviors successfully targeted using behavior contracts include on-task behavior (Allen et al., 1993), off-task behavior (Wilkinson, 2003), and homework completion (Miller & Kelley, 1994). Adding to their utility, behavior contracts can be used as a stand-alone intervention or in conjunction with other interventions (Simonsen & Myers, 2015). Other strategies that have complemented behavior contracts included goal setting, token economies, and group contingencies. The article focuses on the collaboration between the student and teacher. To develop the contract, first the teacher and student discuss the target behaviors. Then, they decide on a method for tracking progress, select a goal and rewards, and determine procedures for when the student does and does not meet their goal. Finally, they draft, review, and sign the contract. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01