Contracting is a simple strategy that has been used successfully by many teachers to motivate appropriate behavior with individual students.  A contract is a written agreement in which a student agrees to accomplish a specified academic or behavioral assignment for which, when completed, the teacher agrees to provide a desirable consequence or reward.

Advantages of Contracting

Contracting offers several advantages.  First, it is a positive, reward-based management system that helps the student focus on appropriate behavior rather than inappropriate behavior. Secondly, contracting allows teachers to individualize according to student characteristics.  The teacher can enter into contracts with several different students, tailoring each contract to the behavioral needs of each student. A third advantage is that contracting involves the students in the process. Active participation by the students often increases student commitment to fulfill the terms of the  contract. A fourth advantage is that contracting is a relatively simple strategy that can be implemented easily in the classroom.

Why Does Contracting Work?

1. Contracting might be effective simply because the student finds the promised reward desirable enough to work for it.

2. Contracting might be effective because it emphasizes the relationship between a specified student behavior and predictable consequences. The student clearly sees the relationship between what he does and the reward for his efforts.

3. The contract serves as a cue for the student to perform the desired behavior. When the student is allowed to keep a copy of the contract at his desk, the contract serves as a visual reminder of his commitment to honor the terms of the agreement.

4. The “public” nature of the contract might motivate student performance. Usually, other students in the class know about a contract between the teacher and one or more students. The fact that other students know about it sometimes encourages a student to honor the terms of his agreement because he does not want others to know that he failed to do so.

5. The student’s involvement in the contract might motivate his performance. When students are actively involved in the contract “negotiations”, they often become more motivated to honor the contract terms. 

Characteristics of Good Contracts

1. The contract should involve “negotiation” between the teacher and the student.  The teacher explains to the student what behavior or accomplishment s/he expects and negotiates with the student as to what reward the student would desire when the goal has been met.  The student performance required and the reward offered by the teacher should be agreeable to both parties.

2. To avoid ambiguity, the terms of the contract must be clearly worded. Clear wording will minimize misunderstandings as to whether the goal has been met and whether the reward has been earned.

3. The contract should be worded positively. What the student is expected to accomplish should be worded positively, as well as the reward for successful accomplishment of the goal. Positively worded accomplishments could be something like “John will finish 6 assignments per day for one week” or “Mary will raise her hand when she wants to ask the teacher a question.” Negatively worded accomplishments (to be avoided if possible) would include something like “John will stop wasting his time during independent seat work” or “Mary will stop blurting out requests for teacher assistance.”

4. The contract must be fair. The student behavior that is expected should be reasonable and the reward that is offered should be appropriate to what is expected.

5. The contract must be honored.  It is imperative that, when the student fulfills his/her part of the contract, the teacher honors the accomplishment with the promised reward. Otherwise, the student will distrust the teacher’s commitments in the future.

6. The contract should specify the task, to include: (a)  Who (the student’s name) will perform the desired task, (b) Exactly what the task will be (whether academic or behavioral), (c)  How well the task must be accomplished to be judged successful, and (d) When the task must be completed (time deadline).

7. The contract should specify the reward, to include: (a) Who will judge task completion and deliver the reward (usually the teacher), (b) What is the reward (e.g., computer time, snack, extra privilege, etc.),  (c) How much of the reward will be received (e.g., number of minutes, etc.), and (d)  When the reward will be received (always after successful task completion).

8. Both parties (student and teacher) should sign the contract and each party retains a signed copy.  A  “ceremonial” signing often increases student motivation to honor the terms of the contract.

• Susie will come to class on time for 5 consecutive days.
•Tim will finish 5 assignments per day for one week.
•Yolanda will bring her completed homework to class at least 4 days out of 5.
• Kevin will make at least 3 positive comments per day to other students for one week.
• Leonardo will participate in P.E. without fighting for 5 consecutive days.

• 15 minutes of computer time.
• A certificate good for a hamburger at a fast food restaurant.
• Exemption from one homework assignment.
• A candy bar.
• Help the teacher after school.
• Extra dessert at lunch.

Reference
                                
 Walker, J. and Shea, T. (1999).  Behavior management: A practical approach for educators (7th ed.). 
Upper Saddle River, NJ: Prentice Hall.