Behavioral Contracts: How to Get What You Want By Giving Them What They Want
In this session participants will learn how the use of contingency contracts can contribute to the overall management of a classroom and enhance the culture/climate of a school (Kehle Bray, Theodore, Jenson, & Clark, 2000). Contingency contracts are an effective component of most school-wide systems of support, and there is a great deal of scholarly literature that supports the use of contingency contracts as (1) an effective antecedent strategy (tier 1) and (2) an appropriate support for those students who have a history of behavioral problems and need some extra help (tiers 2 and 3) (Newstrom, McLaughlin, & Sweeney, 1999; De Martini-Scully, Bray, & Kehle, 2000).
Workshop participants will be instructed on the importance of creating contingency contracts that at tantamount with the interests of a student; are relevant to a school’s rules and behavioral expectations and how a school approaches the processes of teaching and learning; recognizes a student as someone who should have a say in how behavior is shaped, including both reinforcement and punishment procedures; and ensures that a student will be successful and can achieve the suggested behavioral goals/outcomes (read doable) (Ruth, 1996).
Juan Rafael Mesa
University of Oregon
Age Level All Levels
Focus Classroom Management, Equity, School-wide or District- wide Systems
Knowledge of PBIS or RTI Any