Sammy and his teacher talk about setting up a behavioral contract, and Sammy said he would like to
work for the chance to be the errand runner for the class. He also has a good friend in another class that
he never gets to see. Sammy and his teacher set up the following contract:
I, Sammy, agree to complete my daily math practice sheet.
If I complete this by the end of the math class period, then I can take the attendance to the office.
Bonus: Once I have completed five math practice sheets, I can have lunch with Ethan.
Penalty: If I go for more than two days without completing my math practice, I will have to make my
work up during Friday free time.
We will meet in two weeks to review this contract on February 27, 2010.
Ms. Teacher 2/13/10
Empirical support for contracting focuses on the importance of goal setting (Kelley, & Stokes,
1984; Miller & Kelly, 1994; Ruth, 1996; White-Blackburn, et al., 1977; Williams & Anandam,
Effective as part of a multicomponent intervention (Xin & Forrest, 2002)
Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8
ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Downey, J. A. (2002). Individualized behavior contracts. Intervention in School and Clinic, 37(3), 168-
Jenson, W. R., & Reavis, H. K. (1997). Contracting to enhance motivation. In H. K. Reavis et al.,
(Eds.), Best practices: Behavioral and educational strategies for teachers (pp. 65-71).
Longmont, CA: Sopris West.
Jenson, W. R., Rhode, G., & Reavis, H. K. (1994). The tough kid tool box. Longmont, CA: Sopris
Kelley, M. L., & Stokes, T. F. (1984). Student-teacher contracting with goal setting for maintenance.
Behavior Modification, 8(2), 223-244.
Kerr, M. M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the
ed.). Boston, MA: Pearson.
Miller, D. L., & Kelly, M. L. (1994). The use of goal setting and contingency contracting for
improving children’s homework performance. Journal of Applied Behavior Analysis, 27(1), 73-