It is the teacher who decides the specific behaviours to choose for the driving contract. Where possible, teachers should set behaviour targets for the contract in the form of positive, pro-academic or pro-social behaviours. For example, a lecturer may be concerned that a student often calls answers during class, without first having the teacher`s permission to speak. For the contract, the teacher`s concern to have the student speak can be positively stated: “The student will participate in a class and discussion, raise his hand and be recognized by the teacher before proposing an answer or comment.” In many cases, the student can participate in the selection of positive goals in order to increase and motivate the child`s participation in the behaviour contract. Behavioural contracts generally work best for children in second and over, all the way through high school. Second-class children may have difficulty understanding how the contract works and what is expected of them. The teacher meets with the student to establish a behaviour contract. (If necessary, other school staff and possibly the student`s parents are invited to participate.) The teacher then meets with the student to establish a behaviour contract. The contract should include the following: a driving contract can be an effective tool for many reasons. Here are some of the benefits: It can make behavioral expectations clear.
The driving contract specifies the behaviour your child needs to focus on. It also explains how rewards and consequences work. The behaviour contract is a simple positive reinforcement intervention, often used by teachers to change student behaviour. The behaviour contract describes in detail the expectations of students and teachers (and sometimes parents) in the implementation of the intervention plan, making it a useful planning document. Since the student is generally taken into account under the terms of the compensation contract, it is more likely that the student is motivated to comply with the terms of the behavioural contract than if those conditions had been imposed by someone else. (NOTE: At the bottom of this page, display a model behavior contract as an appendix.) It can improve communication between home and school. Ideally, you and your child, your teacher and you will be present when the behavioural goals are set. The school social worker, psychologist and/or behaviouralist may also participate in this meeting. This will keep you all on the same side.
Children may have behavioural contracts, whether or not they have an IEP or a 504 plan. Behavioural contracts can take many forms. They may look like formal chords, or they can be sticker charts. You can also include “daily cards” that your child`s teacher gives your child. No form is better than another. The important thing is that the contract works well for your child. A behaviour contract is a written agreement between your child, your teacher and often you. A behaviour contract could benefit any student who needs to improve their behaviour at school. It may be useful for children with ADHD who may have problems with impulsivity, inattention or hyperactivity. A behaviour contract can work well for children who have problems with organizing and completing work.