Behavioral Contracting for K-12 Students Emily Blythe and Amanda Dennison and Special Education School of Teacher Education, Western Kentucky University, 1906 College Heights Blvd, Bowling Green, KY Abstract References Research Graphs For Whom and Why Behavioral Contracts are Used? How to Implement Behavioral Contracting in the Classroom Example Contracts Examples of Rewards for Compliance with Behavioral Contract This poster provides examples to implement behavior contracting strategies in K-12 classrooms. These behavior contracting strategies will facilitate improved student behavior. Behavioral contracting refers to a written contract that describes a child’s behavioral obligations. In addition, reinforcers (teachers’ or parents’ obligations) are outlined for when the child has met the contract’s conditions. In research conducted by Cutrell (2010) middle-school students with emotional behavior disorders (EBD) were examined. The research demonstrated that behavioral contracts decreased the participants’ targeted, inappropriate behavior. The following details are outlined: For whom and why behavioral contracts are used; how to implement behavioral contracting in the classroom; examples of rewards for compliance with behavioral contracts; and example of contracts.  Who o Any student or group of student’s that show inappropriate behavior at home, school, or any area of the community.  Why o Supported by a large research base of proven methodologies o They can teach new behaviors, help maintain learned behaviors, or decrease inappropriate behaviors. o Can improve communication between parties by specifying exactly what is expected for a given behavior and the consequences that follow. o They are permanent forms that help to lessen the amount that oral agreements from adults may prompt. o Gives students a visual support that is always there to refer back to. o Contracts can be individualized o Can be used to support IEP documentation o Allows students to feel more involved in their behavior plan. o Can be used with individuals or groups of student’s to produce an effective classroom management program. 1. Identify instances of disruptive behavior. 2. Specify the number of disruptive behaviors that will be allowed under the contract for a designated period of time or length of time the child must go without disruptive behaviors. 3. Specify the obligations when the child’s behavior matches or exceeds the contract. 4. Identify the time when the child will get the incentive. 5. If needed, specify additional consequences for severely disruptive behaviors; these can include time out. 6. Specify additional consequences if the child does not meet his or her obligations under the contract, such as removal of other privileges. Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Upper Saddle River, NJ: Prentice Hall Cutrell, B. (2010). Effect of contracts in decreasing inappropriate behavior of students with emotional/ behavioral disabilities. (Master's thesis). Cipani, E. (1993). Disruptive behavior: Three techniques to use in your classroom. Reston, VA: The Council for Exceptional Children. Downing, J. A. (1990). Contingency contracts: A step-by-step format. Intervention in School and Clinic, 26(2), 111–113. Foresman, S. (n.d.). Retrieved from Hodgdon, L. A. (1996). Visual strategies for improving communication: Practical supports for school and home. Troy, MI: Quirk Roberts Publishing. Manis, C. (n.d.). Retrieved from Myles, B. S., & Southwick, J. (1999). Asperger syndrome and difficult moments: Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission, KS: Autism Asperger Publishing Company. Kid Pointz, LLC. ( ). Retrieved from contracts/view/behavior-contract-elementary-schoolers.pdf contracts/view/behavior-contract-elementary-schoolers.pdf In Cutrell’s (2010) research the following procedures were implemented. For students who exhibited inappropriate behaviors in the general education classroom and detrimental to their educational progress. 1.Behavioral contracts were used as the intervention. 2.Behavioral contracts were effective and simple to use. 3.The results demonstrated that using behavioral contracts allowed students with behavior problems to be educated in a less restrictive environment in the general education classroom. (Cutrell,2010) (Kid Pointz, LLC., ) (Manis, C., n.d.) (Foresman, S., n.d.). Retrieved from (Cutrell, 2010) Citation Blythe, E.A. & Dennison, A.L. (2013, November). KTES. Poster session presented at the Kentucky Exceptional Child Education Conference, Louisville, Kentucky. Retrieved from (Behavior Contract, n.d.).