A Contingency Contract
Author: Santosh Kumar
Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Definition
and Rationale
A contingency contract is a kind of contract
between the teacher and the student that represents a kind of systematic
application of reinforcement principles that is used to rectify the student's
behavior (Schunk, 2012). It involves the creation of a written document to be
signed by a student and the teacher (Downing, 2002), which can be used to
change any kind of student’s classroom behaviors with the systematic reward
system (Schunk, 2012). The reward provided to them should be specific
contingencies for reinforcement that really motivate students through
"if... then..." statements (Kerr & Nelson, 2010). It is also
called a "behavioral contract." According to the research, the
implementation of such contracts can boost the intended behavior through the
engagement of students in the general educational classroom (Selfridge, 2014).
As per Schunk (1985), the educational and behavioral improvement of any student
is directly linked to how goals are set.
The
steps I would follow for implementation
To have a contingency contract with my
students, I would adopt the steps suggested by Kerr and Nelson (2010). Upon
identifying the problem of a student, I would call the student and explain the
contract in detail by showing the examples. Then, together with the student, we
would decide on the intended behavior to achieve for the contract, determining
the rewards and punishments clearly. I would then negotiate with my students on
how they will earn reinforcement by identifying the performance criterion,
after which we would set the contract review date. Finally, we would sign the
contract and be set for the implementation.
Consideration
during the implementation
The following
considerations will be taken into consideration during the signing of the
contract as suggested by Alberto and Troutman (2009):
·
After the completion of the terms of
the contract, the student should be immediately given the "payoff".
·
The contract should be initially
designed with smaller goals, and later on, it should proceed with the bigger
intended behavior rectification contract.
·
While reviewing the contract, it
should be done fairly so that the student gets motivated.
·
The behavioral goal should always be
appropriate and aim to improve the student.
·
The reward should be appropriate and
sensible based on the set goal.
·
The terms of the contract should be
clear and contain positive behavioral language. While designing the contract,
no negative language should be used.
A
hypothetical contingency contract from the experiences of a current student in
my classroom (drawn from Guthrie’s model, Schunk, pp. 86-88)
Tashi is a class XII Arts student who has
consistently failed to complete his argumentative essay writing assignment, in
which they were asked to complete five essays within a week as a home task.
When compared to other students in the class, his formative and summative
assessment records show that he lacks skills. I met with him to discuss the
matter, and Tashi promised to improve and complete the task on time. We decided
to meet and discuss a contingency contract, and Tashi agreed. We made the
following contract:
A Contingency Contract
I, Tashi of Class
XII Arts B, hereby agree to complete my English argumentative essay writing
assignment (5 essays) on or before February 12, 2022, without fail.
If
I complete the
assignment on or before the said date, then I will be allowed to
participate in the role-play activity during the literature classes starting on
February 14, 2022 (Monday).
Monday
Essay 1:
Completed ……………… Not Completed ………………..
Tuesday
Essay
2: Completed ……………… Not
Completed ………………..
Wednesday
Essay
3: Completed ……………… Not
Completed ………………..
Thursday
Essay
4: Completed ……………… Not
Completed ………………..
Friday
Essay
5: Completed ……………… Not
Completed ………………..
Saturday
Essay Submission: Submitted ……………..
Not Submitted ……………….
Bonus: If I am able to complete my work
before the due date, I will be able to participate in the role-play activity as
a group captain starting on Monday.
Penalty:
If I go more than
one day without completing my assignment, I will have to continue writing the
assignment while missing the literature classes.
Date
of contract review: February 12, 2022
Tashi (Student)
Subject Teacher
Signature/Date
Signature/Date
Reference
Downing, J. A. (2002). Individualized behavior
contracts. Intervention in School and
Clinic,
37(3), 168-172.
classroom (6th ed.). Boston, MA: Pearson.
Classroom. University of Pittsburgh.
https://d-scholarship.pitt.edu/22797/1/Selfridge_ETD.pdf
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