1. PS 527: Implementing Behavior Change Lisa R. Jackson, Ph.D.

2.  AKA: Behavioral Contract  Definition: ◦ A document that specifies a contingent relationship between  The completion of a specific behavior and  Access to or delivery of a specified reinforcer Components Description of the task Who will perform the task/receive reward What is the task to be performed When the task must be completed How well the task must be completed

3.  Components ◦ Task Record  A place to record progress  Sets occasion for regular review of the contract  Helps individual remain focused and gives feedback on performance Components Reward Who will judge task completion What is the reward When the reward will be delivered How much of the reward the person will receive See Fig 26.1 (p. 552)

4.  How do they work? ◦ Typically a package that involves:  Reinforcement  Rules  Response prompting ◦ Can even be a self-contract  Self selected task, reward, personal monitoring, self- delivery of the reward Things to consider Is the behavior already in the learner’s repertoire? Does the behavior result in a permanent product? What is the reading ability of the learner?

5.  Steps to developing one ◦ Hold a meeting to discuss how contracts work, goals, etc. ◦ Identify tasks individuals can and already do perform ◦ Identify potential contracting tasks ◦ Identify potential rewards ◦ Write the contract

6.  Write a fair contract ◦ Fair relationship between difficulty of task and the reward  Write a clear contract ◦ Says what it means, means what it says; operationalize  Write an honest contract ◦ Deliver rewards on time; do not reward if task not completed as specified  Build in several layers of rewards ◦ Bonus rewards for best daily, weekly, etc. performance; increases motivation  Add a response cost contingency ◦ Occasionally a fine may need to be incorporated for non-completion  Post the contract in a visible place ◦ Everyone sees progress toward goals  Renegotiate and change if either party is consistently unhappy with it ◦ Designed to be win-win, if tedious, reconsider tasks, rewards  Terminate the contract ◦ This is a means to an end, terminate if independent and proficient performance achieved or if one or both parties consistently fail to live up to contract

7.  Definition ◦ A common consequence (usually a reward intended as a reinforcer) is contingent on the behavior of:  An individual member of the group,  Part of the group, or  Everyone in the group

8.  Rationale ◦ Can be a time saver  Instead of administering a consequence to each member of a group ◦ Can be more practical  Can be applied across a variety of behaviors, settings, students ◦ Capitalizes on peer influence and peer monitoring  Peers act as change agents  Can facilitate positive social interactions

9.  Applications ◦ Independent group contingency  A contingency is presented to all members of a group, but reinforcement is only delivered to those individuals who meet the criterion outlined in the contingency  Example: Each student who spells 9 out of 10 words correctly on the test will earn 10 bonus points  Example: Problematic behaviors decreased 70% (p. 568)

10.  Applications ◦ Dependent group contingency “Hero Procedure”  The reinforcer for the group is dependent on the performance of an individual student or small group of students  Can facilitate positive interactions because whole class benefits from improved behavior of targeted student  Ex: When all students at Table 2 finish their math, the class will have 5 min of free time  Ex: Billy received a daily report card for no destructive behavior at home, exchanged for juice, recess, tokens at school; after 5 good reports the whole class received a party that Billy hosted

11.  Applications ◦ Interdependent group contingency  All individuals in a group must meet the criterion of the contingency before any member earns reinforcement  Total group meets criterion  Group average meets criterion  Good Behavior/Good Student games (competitions)  Capitalizing on group cohesiveness and peer pressure, joining students to achieve a common goal

12.  Total Group Meets Criterion ◦ Problematic playground behaviors ◦ Social skills training ◦ Students earned tokens for prosocial behaviors ◦ When the teacher’s jar was full, the class earned a reinforcer ◦ See Figure 26.12

13.  Group Averaging ◦ 10 students in a class; 5 targeted for improving math and English performance ◦ Class would earn 1 extra min of recess for each point of class improvement over the previous week’s average ◦ If weekly avg improved by 3 pts, they would receive 3 extra min of recess every day ◦ 22 week study indicated that all students participated, all improved

14.  Good Behavior Game ◦ Team with fewer problem behaviors wins a privilege ◦ Also, team who has fewer behaviors than a specified number can win a privilege ◦ See Figure 26.13  Good Student Game ◦ Combines interdependent group contingency with self-monitoring ◦ Choose target behaviors, determine goals/rewards and determines whether group or individual monitoring or both ◦ Reinforcement if group or individual exceeds set % of rule-following behavior (Table 26.2)

15.  Implementation ◦ Choose a powerful reinforcer ◦ Determine the behavior to change and collateral behaviors that might be affected (ex: positive interactions) ◦ Set appropriate performance criteria  Must have skills to perform the behaviors ◦ Combine with other procedures (DRL, DRH) ◦ Select the most appropriate group contingency  Dependent, independent, interdependent ◦ Monitor individual and group performance

16.  Thank you for participating!  I am sure you have been asking questions here in seminar! Great job!  But, if you have more, email me: Ljackson2@kaplan.edu Ljackson2@kaplan.edu