Using behavior contracts to improve behavior of children and adolescents in multiple settings

Abstract

Research has shown that behavior contracts, a form of contingency management, can promote a wide range of behavior changes for individuals in varied populations; however, relatively few studies have been conducted in nonacademic settings. In the context of two service projects, we evaluated the extent to which behavior contracts improved problem behavior for 11 children and adolescents in residential treatment facilities and foster homes using nonconcurrent multiple baseline across participants’ designs with three or more tiers and supplemental statistical analysis for each tier. Practitioners in each setting implemented individualized behavior contracts for 5 to 59 weeks. Results show that behavior improved substantially for six participants but was relatively unchanged for the other five participants. We discuss the limitations of this clinically driven study, as well as clinical implications of our mixed findings.

Web-Based Parent Training in Parents with Adolescents Admitted to Psychiatric Residential Treatment: A Mixed-Methods Study

“…Parents frequently reported using logical consequences, effective communication, and active listening with adolescents. There was low uptake of behavior contracts which was surprising considering behavior contracts are used in multiple settings, including RT (Edgemon et al, 2021 ; Stanger et al, 2015 ). Developing a home behavior contract tailored to the adolescent’s strengths and needs may be beneficial as it provides some continuity of care.…”

“…Developing a home behavior contract tailored to the adolescent’s strengths and needs may be beneficial as it provides some continuity of care. While behavior contracts are effective for mild disruptive behaviors (e.g., off-task, inappropriate social interaction; Bowman-Perrott et al, 2015 ; Edgemon et al, 2021 ), behavior contracts are complex and involve multiple components. The low rate of behavior contract uptake may be because parents require individual support through methods such as coaching to implement this more complex skill.…”

Parent–Teacher Interactions during COVID-19: Experiences of U.S. Teachers of Students with Severe Disabilities

“…School professionals (e.g., teachers and administrators) should also consider developing a solidified plan for future long-term school closures (e.g., communication protocols, translated/video directions for accessing online materials, at-home services, increased numbers of interpreters). This may include plans to retrieve materials from schools, as well as tutorials on how to implement research-based academic and behavioral strategies such as behavioral momentum [37], behavior contracts [38], token economy [39], modeling [40], and direct instruction [41], as well as adapted resources for students with SD so that they may learn with less support from their parents (e.g., modified at-home learning packages). In the same vein, school professionals may partner with local parent advocacy and support organizations to engage interested parents in learning sessions related to strategies to support their children.…”

Disminución de conductas disruptivas en clases usando técnicas conductuales, deporte y motivación

“…Por su parte, el contrato de contingencias es una gestión de las contingencias (Edgemon, et al, 2020) que consiste en un acuerdo escrito en el cual se establecen las conductas que se reforzarán positivamente y el reforzador que se otorgará; es importante que se establezcan las consecuencias de no efectuar las conductas establecidas. El contrato es negociado por los padres, profesores o cualquier persona que aplique las consecuencias del contrato y la persona que recibirá el tratamiento (Bados y García, 2011;Rey, 2006;Aguilar y Navarro, 2008;Ruiz, Díaz y Villalobos, 2012).…”