What are they?

• These contracts are used by teachers as

a positive- reinforcement intervention.
Within the contract, the student and
teacher write in detailed expectations. If
the conditions are met, student earns a
reward stated in the contract.
Who does this work for?
• These contracts work for students who
may need structure in their schedule,
students who are defiant, and for students
who have exceptionalities.

What are the effects on the student’s behavior?

If contracts are implemented correctly; this strategy may
increase effort, responsibility, determination, and
motivation.

Components of a Contract
1. Behavior: Make sure the behavior is
observable/measurable.
2. Reward: The reward should be
something the student is willing to
work for.
3. Recording Sheet: Student’s progress
and performance should be
consistently recorded.
How to create a Behavior Contract:
1. First, list student behaviors that you would like to see reduced or
increased. (State these in a goal-oriented manner)
2. Second, write a section that explains minimum condition in which a
student will earn a sticker, point, etc.
3. Third, list the conditions that the will be able to redeem their points
or stickers for a reward.
4. Fourth, add an area designated for student and teacher signatures.
How will this work for all students?
• Students who have learning deficits,
ELL’s, or general population can respond
well to positive behavior interventions
with tangible rewards. This system will
help by having students learn to manage
their own behavior.
Populations this strategy supports
• Emotional Behavior Disorders
• Autism
Sample: Retrieved from • General Population
http://www.behavioradvisor.c
om/Contracts.html • ADHD
References
Cutrell, B. (2011). Effect of contracts in decreasing inappropriate behavior of students with
emotional/behavioral disabilities. East Carolina University.

Kelley, M. L., & Stokes, T. F. (1982). Contingency contracting with disadvantaged youths:
Improving classroom performance. Journal of Applied Behavior Analysis, 15(3),
447-454. doi:10.1901/jaba.1982.15-447

Miller, D. L., & Kelley, M. L. (1994). The use of goal setting and contingency contracting for
improving children's homework performance. Journal of Applied Behavior
Analysis, 27(1), 73-84. doi:10.1901/jaba.1994.27-73

Mruzek, D. W., Cohen, C., & Smith, T. (2007). Contingency contracting with students with
autism spectrum disorders in a public school setting. Journal of Developmental &
Physical Disabilities, 19(2), 103-114. doi:10.1007/s10882-007-9036-x

Perry, C. D. (2011). Behavior contracts in English language classrooms in a Japanese

university. 国際広報メディア・観光学ジャーナル= the Journal of International
Media, Communication, and Tourism Studies, 12, 113-129.