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How do we set up contingencies and contracts?
There is no single prescribed way of using contingencies
and contracts. However Homme, Csanyi, Gonzales, & Rechs (1969)
suggest the following 10 helpful rules when creating a contract (pp.
18-20).
- “The contract payoff (reward) should
be immediate.” When
the student has exhibited the behavior required by the contract,
provide immediate reinforcement. Don’t wait to reinforce
the student. Your reinforcer will be so much more motivating if
it is given immediately
following the behavior.
- “Initial contracts should call for and reward successive
approximations.” Don’t
set the bar too high. Reward students for smaller achievements. For
example, reward a student for first getting 50% of the math problems
correct rather than expecting 100% to start.
- “Reward frequently with small amounts.” By reinforcing
the student often, teachers can really monitor progress. Also students
feel success quicker.
- “The contract …rewards accomplishment rather than obedience.” Don’t
word the contract as “If you do what I tell you to do then you
get to have the reward” but rather “When you have completed
the assignment, then you will be rewarded with free time.”
- “Reward the performance after it occurs.” This seems
obvious but is critical. Only provide the reward after the student
has performed as contracted.
- “The contract must be fair.” Make sure that the rewards
are in proportion to the required performance. For example, don’t
give a student 30 minutes of free time for doing 1 minute of work.
Likewise don’t give a student only 1 minute of free time after
she has finished 2 hours of working.
- “The terms of the contract must be clear.” Be specific
in the writing of the contract.
- “The contract must be honest.” Terms of the contract
should be carried out as specified.
- “The contract must be positive.” Use language such as “I
will..” and “if you do…” not “If you
do not…” or “I won’t…”
- “Contracting as a method must be used systematically.” Adults
must be consistent with the terms so students know that adults can
be trusted and will follow through on what they have promised.
The following format by Downing (1990, p. 111-113),
can also be used to implement a contingency contract
for
a student.
It can
be adapted,
as needed, to individualize for students and
classrooms.
- Meet with all parties involved to prioritize
concerns. Choose the behavior that will
be of focus. For example,
the teachers
and parents
meet and determine that ‘talking out’ behavior disruptive
to Johnny’s day.
- Determine where, when, with whom, and under
what conditions the behavior happens
(often referred to
as a functional
assessment). For example, it is determined
that Johnny talks out 5 times
every minute
during math class and only one time per
minute in other classes.
- Determine who will use the contract, when,
and where. For example will the contract
be used throughout
the
school day
or just in
math class?
- Figure out what will be used as a reward.
You may want to complete a reinforcement
survey. The
reward
must be
motivating for the child!
- Keep the reinforcers small and manageable
and consider changing reinforcers
so students don’t get tired of the same thing. For
example you may want to have a list of rewards for the child to choose
from each week.
- Figure out which, if any, “negative” consequences will
be used if the student does not follow through with their part of the
contract. For example, will the student have to stay after school to
complete work?
- Decide how often the child will
be reinforced. Will it be for
every occurrence
of the
behavior or will
it be intermittent?
- Make sure that you have baseline
data that clearly shows the
current rate of
the behavior.
This is
critical to demonstrate
the student
is making progress after
the intervention is initiated.
- Determine what the goal and
expectations for the behavior
will be. For example,
do you expect
the
student to talk
out only one
time per
class period or is that
unrealistic?
- Write the contract with
all of the above elements
included. Use
positive, non-ambiguous
language.
- Set up daily expectations
and increase these
over time to ensure
success.
- Discuss the contract
with the student
and others involved.
Answer
questions
and ensure
that all
involved understand
their role in implementing
the contract.
- Make sure that all
parties sign the
contract.
- Schedule meeting
times to evaluate
the child’s success using
the contract.
- Set up a monitoring
plan to chart
progress.
Some students are
able to contribute
significantly
as the contract
is written by,
for example,
negotiating the terms
of the contract
(e.g. what reward(s)
they will work
for,
how much
work
to
do, etc.).
Other children
will not be able
to make
these
decisions without
adult assistance.
The
negotiation
process can be
a valuable
teaching
tool for many
of the children
with whom you
work. For
example, some
children can
come to understand
what
it means to negotiate
by repeated use
of contracts.
As the
child agrees
to complete
work or exhibit
other behaviors,
the teachers
agree to various
rewards and conditions.
For younger children
or those with
cognitive impairments
other supports
may be needed
to facilitate
the
contract process.
Some children
will need visual
supports to
accompany the contract
to help
them remember
what
is expected
or to understand
the contingency.
These
might include
mini-schedules,
a videotape
of the expected
behaviors (e.g.
what
the expected
behavior looks
like, what
the inappropriate
behavior
looks
like, etc.),
and reminders
such as pictures
or icons.
Other children
may need to
role-play behaviors
to fully understand
what is expected.
For example,
teachers
and students
can role-play
what
is the appropriate
behavior
and what
is not.
Sometimes more
intrusive
measures and assessment
may be necessary.
This may
include a
functional assessment of behavior to
determine
possible causes of the behavior. Once the reason has been identified
strategies can be designed to address the function of or
reason why
a certain behavior is occurring.
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