1. Using contingencies and contracts is an intervention that takes very little effort and very little time for educators or families to implement.
True False
2. Which of the following are reasons to use contingencies and contracts?
A. Helps children learn expectations B. Helps children to take responsibility C. Creates a permanent product that can be referred to when there are questions D. All of the above
3. When creating a contract the language should be…
A. ambiguous B. clear, positive and to the point
4. Can a contract be used with a student who has mental retardation?
A. No, never B.Yes, always C. Probably, but you may have to use some other supports (pictures, etc.) to help the child understand what is expected
5. A contingency…
A. Depends on the fulfillment of a condition B. Gives a child what he or she needs C. Gives a child a reward just because you want to be kind
6. Which of the following does not describe a characteristic of a contract?
A. Reinforcement can be given at any time and for any reason B. Contracts reward accomplishment C. It is OK to first reward students in small approximations D. The student is rewarded when the contracted behavior has been exhibited
7. When creating a contract with a student, try to get as little input as possible from the child as possible.
8. Contingencies can be used…
A. with students of all ages B. with students with and without disabilities C. with individuals and/or groups of students D. all the above
