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Why do we use contingencies and contracts?

Forum References FAQ's Quiz Lecture Introduction There are numerous reasons, both theoretical and practical, why contingencies and contracts can be used successfully to help students with ASD (Alberto & Troutman, 1999; Downing, 1990, 1995; Hodgdon, 1996; Myles & Southwick, 1999).

  • Contingencies and contracts are part of the larger field of applied behavioral analysis, which is supported by a large research base of proven methodologies. When used appropriately, contingencies and contracts use many of the sound aspects of behavioral programming, including, prompting, fading, reinforcement, consequences, and task analysis, and an emphasis on data collection.
  • Contingencies and contracts can be used to teach new behaviors, help maintain learned behaviors, or decrease inappropriate behaviors. When if-then contingencies are set up, students are more likely to complete less preferred activities.
  • Contingencies and contracts can be used to give students or groups of students an opportunity to work on independent projects or enrichment activities. For example, a teacher and a group of students could create a contract where by students agree to independent work time projects, while the teacher agrees to having the material students will need as well as the reinforcement they will earn for successful completion of the project.
  • Contingencies and contracts can improve communication between parties by specifying exactly what is expected for a given behavior and the consequences that will follow. Many children with ASD have difficulty managing their behavior. These individuals may have difficulty understanding expectations, time, cause-and-effect relationships, boundaries, and the impact of their behavior on themselves and others. The use of contingencies and contracts addresses these areas by providing children with explicit, visual reminders of what is expected and what will happen when behaviors are or are not exhibited.
  • By being in written, “permanent form”, contracts can help to lesson the amount of questioning that oral agreements with adults may prompt. Adults and children may forget the specific verbal statements that they have made to each other. However when using a contract everything is in writing to refer back to if there are questions. Students are required to sign contracts before they are implemented.
  • Contracts by their very nature give students a visual support that is always there to refer back to if they have questions, concerns or need reminders. This is particular important for students with ASD for whom visual processing is often reported as a strength.
  • Contingencies and contracts may be individualized to a student’s particular challenges and motivation areas, thus increasing the chances of success and increasing the student’s ability to accept responsibilities.
  • Contingencies and contracts data can be used to support IEP documentation, such as progress on goals and objectives.
  • Contracts allow students to see themselves as being more involved with their learning because students are active participants in the negotiation of the contract.
  • Contingencies and contracts can be used with individuals or groups of students and therefore can be very effective classroom management techniques.
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