At first glance, contingency contracting is behavior modification through positive reinforcement. While a contingency contract includes a reinforcer, it does not reinforce the task immediately and is usually not directly related to the behavior. Behavior contracts usually include more than one procedure to be completed for the reinforcer to be earned. Writing effective contingency contracts requires patience and participation from all parties.
For this Assignment, you will write a contingency contract to address a specific school situation. You will analyze the needs of both parties and determine a reward to encourage behavior change through a contract.
To Prepare
- Review the required readings and media found in this week’s Learning Resources to gain an understanding of group contingency contracting.
- Consider the following scenario:
A 12-year-old boy is demonstrating a low rate of turning in homework. Specifically, during the past month, he has submitted three of 20 homework assignments in math.
- Review Table 28.3 on page 679 in the Cooper et al. textbook and use the table to guide you as you prepare your contingency contract for this Assignment.
Assignment (1 page):
- Write a contingency contract involving the client, his math teacher, and his parents.
Be sure to support your Assignment with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or the internet for peer-reviewed articles to support your Assignment. Use proper APA format and citations, including those in the Learning Resources.
Resources
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
- Chapter 28, “Token Economy, Group Contingencies, and Contingency Contracting” (pp. 656–680)
- Mruzek, D. W., Cohen, C., & Smith, T. (2007). Contingency contracting with students with autism spectrum disorders in a public school settingLinks to an external site.. Journal of Developmental and Physical Disabilities, 19(2), 103–114. doi:10.1007/s10882-007-9036-x
- Skinner, C. H., Skinner, A. L., & Burton, B. (2009). Applying group-oriented contingencies in the classroomLinks to an external site.. In A. Akin-Little, S. G. Little, M. A. Bray, & T. J. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 157–170). Washington, DC: American Psychological Association.