Use of the Behavior Management Contract in the Classroom

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Classroom behavior is a broad term that encompasses a range of nonacademic school behaviors. Included are the student's conduct within the school setting, response to school rules and routines, interpersonal relationships with teachers and other students, and self-concept and attitude toward school. A classroom behavior problem can interfere with academic performance; likewise, poor academic achievement can influence classroom conduct, precipitating inappropriate social behaviors. The implementation of a Behavior Management Contract is an effective strategy designed to alter behavior. The plan motivates students to take ownership of and reduce socially unacceptable behavior while reinforcing and fostering desired behavior. This rationale will convey how inclusive students and teachers collaborate to improve social skills, decision-making abilities and problem solving skills. The Behavior Contract is a written formal agreement created by the student and teacher, to change delinquent or disruptive behaviors and "provide a positive way to provide a role for families in improving classroom behavior" Mastropieri and Scruggs (2007). Each individualized contract fits the needs of each student. Using a strategy may be effective for one student, yet considerably less effective with another student or another behavior problem. Educators increase the likelihood of success with all students by understanding the core elements needed to comprise a behavior contract. A strong Behavior Contract must explain the following objectives: 1. Describe desired behavior and target behavior 2. Describe the use of Positive consequence (reinforcement) for demonstrating desired behavior 3. Consequence for failing to demonstrate desired behavior 4. Student... ... middle of paper ... ...evelop peer relationships. Behavior contracts are easy to implement, nonintrusive to peers in the general education environment, and are an effective intervention methods to reduce inappropriate behaviors and increase positive behavior. Works Cited Cipani, E. C. (2008). Classroom Management for All Teachers: Plans for Evidence-Based Practice (3rd ed.). Upper Saddle River, NJ: Pearson. Denham A., Hatfield, S. (2006). The Effect of Social Skills and Interventions in the Primary School. Educational Psychology in Practice, Vol. 22, No. 1, page 35. Kauffman, J. M. Characteristics of Behavior and Emotional Disorders of Children and Youth (8th ed.). Upper Saddle River, NJ: Prentice Hall/Merrill. Mastropieri, M. A., & Scruggs, T. E. (2007). The Inclusive Classroom: Strategies for Effective Instruction (3rd ed.). Upper Saddle River, NJ: Prentice Hall/Merrill.
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