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Where, when, and how can contingencies and contracts
be used?
Group contingencies
As stated previously, contingencies have been shown
to be effective with individuals, groups or entire classrooms of students.
When creating
contingencies for groups of children, the basic rules and guidelines
described earlier in this lesson must be followed. In addition, are
some specific considerations are also necessary when developing contingencies/contracts
with more than one student.
- Take into account that there will be differences
in the motivational factors of items used with groups. That is,
what is reinforcing for
one student may be neutral or even aversive to another. Talking
to students about what is rewarding for them is very important when
creating
the group contract or contingency. You might want to develop a
menu of reinforcers so that students can choose what is reinforcing
to them.
For example, for completing contractual requirements (e.g. work
completion or behavior related), students could choose from an activity
list (Reading
Corner, using clay, listening to a tape, etc.). Because the list
also includes choices for different reinforcer time, most students
will
be able to find something that they like to do.
- For some children following a class contract can
be a challenge, so they may need their own individual contract
as well.
- Some students may seek to sabotage a group
contingency for any number of reasons. These students will need
to understand
that their behavior
will be individually tracked and that they will not be able to
impede the group’s chances of earning the promised rewards.
Differences in contingencies
As stated before, a variety of terms are used to refer
to contingencies and contracts (contracting, contingency
contracting,
contingency contracts,
contingency management, behavior contracts, learning
contracts, and
social contracts). Generally, these terms refer to the same concept,
that is, using the behavior principles discussed throughout this lesson
to create written contingencies whereby students complete less preferred
work in order to receive a reward. Contingency management refers to
the general procedures and principles behind the use of all contingencies
and contracts. It is the idea that we are managing behaviors by the
use of contingencies with students. A behavior contract usually refers
to a contract that focuses on decreasing specific inappropriate behaviors.
A learning contract usually refers to a specific chunk of learning
or project that the student will accomplish. A learning contract may
not always have a reward attached to it. Social contracts refer to
contracts specifically aimed at increasing or decreasing social interaction/communication
behaviors.
Using Contracts and Contingencies in the home and community
Parents and caregivers frequently use contingencies
and contracts with children and youth in home and community settings.
If you listen to
conversations at the mall or in a restaurant, you will probably hear
contingencies used all the time. “Maria, you may have ice cream
but first you need to eat 10 bites of your sandwich.” “No
Keith, you may not have that toy. You know that you need to buy that
with your own money. You earn 5 dollars every week for chores and when
you have earned enough to buy that toy we will go to the mall.” “When
we get home from school today Roberto, you can have a snack. Then you
need to work for 30 minutes on your homework. When you finish that
work, then you can use the computer game.” What grandmother knew
so many years ago still holds true today. Children are more likely
to do less preferred tasks when they know something they like will
follow.
The guidelines and principles of contracts are the same
in the home and community as they are in the school setting. Just as
in the school,
parents need to decide which reinforcers to promise after task completion.
Set up contingencies that can be followed. For example, if you promise
your child pizza after completing a book report, the pizza reward will
be the most reinforcing if given as soon as the book report is completed.
Reinforcers lose effectiveness and children begin to mistrust adults
if there is a delay in rewards or lack of follow-through on the adult’s
part of the bargain.
Limitations
Despite their many advantages, there are some limitations
to using contingencies and contracts.
- For some students, putting a contract into their day
(especially without their input) is aversive, so they may not respond.
- Students with cognitive impairments may have difficulty
understanding the contract and the expectations.
- It can be time-consuming to set up and manage successful
contingencies and contracts.
- Sometimes the reinforcers children want are
not available at all or at the time they want them (e.g. extra
time playing in
the gym, going
to McDonald’s, computer time, etc.).
- Some reinforcers quickly become satiated or otherwise
lose their motivating power to students.
- Students must be able to perform the behavior that you
are rewarding.
In summary, using contingencies and behavioral contracts,
although somewhat time-consuming to implement, can be very effective
in helping
children in a number of areas. These include completing less preferred
work, decreasing problem behaviors, increasing motivation, understanding
expectations and boundaries, and accepting more responsibility.
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