1. Click to edit Master subtitle style 9/19/2016 Behavior Contracts & Mystery Motivator Jacqueline Back

2. 9/19/2016 Things to come: What is a behavioral contract? Uses for behavioral contracts Creating a behavioral contract Mystery Motivator Relation to behavioral contracts What it is How to use it Who to use it with

3. 9/19/2016 How this will help you: Improve behaviors that don’t occur regularly Homework, staying in seat, improved amount of work Help make students understand & make improvements

4. 9/19/2016 A Behavioral Contract is: “Arrangement between two individuals that designates: A. How an individual’s behavior is to change and B. What the consequences are for producing such a change.” (Wolery, Bailey, & Sugai, 1988) Effective teachers deliver consequences consistently based on contingency –(Harlan, & Rowland, 2002) Also known as Contingency Contracting Can be done in a group, small group

5. 9/19/2016 Function Control behavior & increase accountability Attempt to move a student from structured to self management Gives student more responsibility

6. 9/19/2016 5 elements of B.C. ● Behaviors must be observable and measureable ● Clearly specified rewards & privileges ● Specify outcomes if failure occurs ● Avoid no win situations ● Special rewards/bonuses ● Good for new behaviors ● Reliable record keeping (Wolery, Bailey, & Sugai, 1988,p.472-474)

7. 9/19/2016 Reasons for failure ● Academic skills overestimated ● Renegotiate ● Reward is not rewarding to the child ● Find a new more reinforcing reward ● Socially desirable outcomes aren’t as important (Ninness, & Glenn, 1988,p. 68)

8. 9/19/2016 Developing Contract Select behaviors important to student (1 or 2) Define observable and measureable terms Identify rewards for successful contract completion Record-keeping system Write contract Implement contract **Important to have all persons involved sign the contract and be active in its implementation (Wolery, Bailey, & Sugai, 1988,p477-478)

9. 9/19/2016

10. Progress Monitoring Keep track of the contracts that are made between you and the student Record when the student reaches the desired behavior Record when student does not reach the desired behavior Chart/graph behaviors and/or performance

11. 9/19/2016 Sample Contracts

12. 9/19/2016

14. Helpful Hints about Contracts Keep simple Expected behavior stated clearly State expected mastery level Focus on positive performance (Not “do not do…”) Reinforcer for specified behavior stated clearly Variety of reinforcers Reinforcers chosen by teacher & student Type/amount of reinforcer depends on type/difficulty of behavior Reinforcement menu (Prevent satiation) (Harlan, & Rowland, 2002,p.114)

15. 9/19/2016 Stating Contracts Contracts stated by “If….then…” “When…then…” Designated behavior occurs and then the specified consequence is given/rewarded

16. 9/19/2016 Terminating Contracts Still use a contract Keep students accountable for work Still offer rewards, not as frequently Help students become more self reliant Eliminates need to continually rewrite contracts and revise them (Ninness, & Glenn, 1988,p.69-70)

17. 9/19/2016 Example If Jolene does not complete her homework fully with 75% accuracy she will have to sit in her seat and redo it and complete it while other students are at computer time.

18. 9/19/2016 Bad Example Because Bad because: Negatively stated All or nothing No real incentive

19. 9/19/2016 Example If Jolene scores 25% correct on her math homework she will receive 5 minutes on the computer. If she scores 50% correct on her math homework she will receive 10 minutes on the computer. If she scores 75% correct on her math homework she will gain 15 minutes on the computer, and if she scores 100% on her math homework she will gain 25 minutes on the computer.

20. 9/19/2016 Example Arithmetic Contract 1 “This contract between Mrs. Jones and Billy Michaels specifies the conditions under which Billy will be permitted to be the hall monitor. Billy has indicated that he will complete five homework problems in math (problems 1, 3, 5, 7,9 on page 23) in exchange for the privilege of monitoring the halls the next day, April 7, 1983. He will present the completed problems to me on the morning of that day at 8:30 A.M..When he successfully complies with this contract, he will also be given the opportunity to create a new contract that will give him a chance to earn further rewards and privileges. “ _____________Mrs. P.K. Jones _____________Billy Michaels (Ninness, & Glenn, 1988, p. 68)

21. 9/19/2016 Practice Contracts YOUR TURN

22. Click to edit Master subtitle style 9/19/2016 Mystery Motivator

23. 9/19/2016 What is Mystery Motivator? Incentive system to deliver rewards Used with individual, small group, large group Behaviors you want to increase Homework completion, lunchroom behavior And/or decrease Non-compliance, talk outs Used daily/weekly with bonus for week (Jenson, Rhode, & Reavis, 1994,p.3)

24. Click to edit Master subtitle style 9/19/2016 Implementing Mystery Motivator

25. 9/19/2016 Step 1: Select rewards for student, or group Individualize Make list of rewards Cheap Limited only by imagination **Good idea to involve students when picking/choosing rewards

26. 9/19/2016 Step 2: Write secret reward on paper Put in envelope Can give hints DON’T TELL WHAT IT IS!!! **Good to refer to & remind students about secret surprise! (Jenson, Rhode, & Reavis, 1994,p.3)

27. 9/19/2016 Step 3: Define behavior desired to increase/decrease Definition should be observable and measureable Example: Bad  Improve attitude, be more responsible Example: Good  Be in seat ready to work when bell rings **Tip: Helpful to write exact behavior and criteria for Mystery Motivator sheet. (Jenson, Rhode, & Reavis, 1994,p.4)

28. 9/19/2016 Step 4: Identify how going to pick Mystery Motivator Markers Can do other ways (Cover with paper/tape) Sheet should be specific to child **Should be done based on teacher & resources (Jenson, Rhode, & Reavis, 1994,p.4)

29. 9/19/2016 Step 5: If students meet behavior expectation, color in designated square If “M” appears open envelope & see what the reward is For group, student that worked the hardest gets to color the square (Jenson, Rhode, & Reavis, 1994,p.4)

30. 9/19/2016 Step 6: If no “M” appears still important to give verbal praise!! Remind students of chance the next day Jenson, Rhode, & Reavis, 1994,p.4)

31. 9/19/2016 Step 7: Start with 2 or 3 “M”s per week Thin out later on Good to place “M” squares back to back If students get “M” won’t try next day Jenson, Rhode, & Reavis, 1994,p.4-5)

32. 9/19/2016 Step 8: Bonus Square = GOOD! Put number in invisible ink for goal of bonus square up to 5 At end of week if done well, color in bonus square to see number If goal number is reached reward is given Number can be known ahead of time, or not Reward can be known ahead of time (Not necessary) Jenson, Rhode, & Reavis, 1994,p.5)

33. 9/19/2016 Step 9: Comments are critical! Need to be said/stated positively PURELY POSITIVE Example: Lisa got 86% on math test! Great work!! Jenson, Rhode, & Reavis, 1994,p.5)

34. 9/19/2016 Progress Monitoring Easy to do! Keep track of how the student(s) do each day/week Copy their form you send home or document in own way

35. 9/19/2016 Exam Question 1 １． When creating a behavioral contract for a student it is important that the contract: a. Is stated in a positive and/or a negative way b. Is focused on 1 or more behaviors that are not important to the student c. Is worded in a way that all people involved understand d. Has only one reward offered for expected behavior

36. 9/19/2016 Exam Question 2 １． Mystery Motivator is an incentive program that attempts to help increase or decrease certain behaviors in: a. Small Groups b. Individuals c. Large Groups d. All of the above

37. 9/19/2016 References Carns, A., & Carns, M. (1994). Making behavioral contracts successful. School Counselor, 42(2), 155. Retrieved from Psychology and Behavioral Sciences Collection database. Harlan, J.C., & Rowland, S.T. (2002). Behavior management strategies for teachers. USA: Charles C Thomas Pub Ltd. Pg 113-115. Jenson, W.R., Rhode, G., & Reavis, H.K. (1994). The Tough kid tool box. Longmont, CO: 1994-01. Pg 3-25. Moore, L., Waguespack, A., Wickstrom, K., & Witt, J. (1994). Mystery motivator: An effective and time efficient intervention. School Psychology Review, 23(1), 106-118. Retrieved from PsycINFO database. Ninness, H.A., & Glenn, S.S. (1988). Applied behavior analysis and school psychology. USA: Greenwood Pub Group. Pg 66-71. Rhode, G., Jenson, W.R., Reavis, H.K., &,. (1993). The Tough kid book: practical classroom management strategies. Longmont, CO: Sopris West. Pg 45-47. Wolery, M., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching. USA: Allyn & Bacon. Pg 471-478.