Behavior Contracts

2019 ◽  
pp. 387-399
Author(s):  
Heather S. Davis ◽  
Rovi Hidalgo
Keyword(s):  
Special Education ◽  
Behavior Change ◽  
Problem Behaviors ◽  
Individual Behavior ◽  
Educational Settings ◽  
Specific Behavior ◽  
Behavior Contracts ◽  
Academic Responding ◽  
Effective Behavior

In schools, behavior contracts typically specify a contingency of reinforcement that is satisfied if students meet specific behavior goals. Behavior contracts, also called contingency contracts, are supported by over forty years of research documenting their effectiveness in promoting individual behavior change across a variety of educational settings. The use of behavior contracts in schools often focuses on decreasing problem behaviors and increasing academic responding for students in general and special education settings. Contingencies developed within behavior contracts outline an expected behavior or completion of a task contingent upon a reward. This chapter provides information on behavior contract components, supporting behavioral principles, student populations for which contracts might be most effective, how to develop an effective behavior contract, and guidelines and considerations from research on implementing behavior contracts in applied settings.

Behaviour modification with children in a natural environment

1978 ◽  
Vol 3 (2) ◽  
pp. 8-13 ◽  
Author(s):  
Michael W. Griffin
Keyword(s):  
Family Therapy ◽  
Behavior Change ◽  
Problem Behaviors ◽  
Natural Environment ◽  
Clinical Setting ◽  
Social Withdrawal ◽  
Reading Difficulties ◽  
Specific Behavior ◽  
Behaviour Modification

Traditionally, when children were seen by their parents or teachers as exhibiting “problem” behaviors (e.g. tantrums, disobedience, stealing, reading difficulties, social withdrawal, incontinence) they were brought to the notice of a professional (often a psychologist) who proceeded to carry out “therapy” in a clinic or hospital. The child was seen as primarily the person with whom one should work, and the clinic as the setting where therapy should take place. Even in those cases where some form of “family therapy” was undertaken the emphasis remained on seeing the child in a clinical setting and rarely it seems was the parent or teacher taught specific behavior change skills.

Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools

2021 ◽  
pp. 003804072110133
Author(s):  
Catherine Kramarczuk Voulgarides ◽  
Alexandra Aylward ◽  
Adai Tefera ◽  
Alfredo J. Artiles ◽  
Sarah L. Alvarado ◽  
...  
Keyword(s):  
Special Education ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Organizational Structures ◽  
School Level ◽  
Social Force ◽  
Idea 2004 ◽  
Race And Racialization ◽  
Education Act

The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

Abstract 17114: Whose Work is It? Patient Perspectives on Challenges in Heart Failure Self-Management

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_3) ◽  
Author(s):  
Renee Leverty ◽  
Leslie Chang ◽  
Jose Barcenas ◽  
James James Campbell ◽  
Kirsten Dahlgren ◽  
...  
Keyword(s):  
Heart Failure ◽  
Clinical Trial ◽  
Behavior Change ◽  
Social Interactions ◽  
Self Care ◽  
Patient Perspectives ◽  
Self Management ◽  
Depth Interviews ◽  
Care Behavior ◽  
Effective Behavior

Introduction: The importance of self-care behaviors in successful heart failure (HF) management is widely recognized. And yet, patient perspectives on strategies to effective carry out the work of behavior change remain relatively unexplored. Methods: From March 2017 to May 2017, we conducted semi-structured, in-depth interviews with 8 HF patients involved in the CONNECT-HF clinical trial and 7 of their respective caregivers. Interviews were audio-recorded and transcriptions were imported to NVivo 11 (Version 11.4.0) for coding and analysis. We used content analysis and a mixed inductive and deductive approach for interpretation of coded text. Results: Patients (n=8) and caregivers (n=7) reported numerous strategies (n=28) for each guideline-based self-care behavior. The over-arching theme contributing to successful, effective behavior change was the value of social support and social interactions in the work of “sticking with it.” Predominant sub-themes included the idea that “knowledge is necessary but not sufficient” for behavior change, and “ building a routine” was critical for life-long self-care to be effective (Table 1). Conclusions: Many of the behavior change barriers and strategies proposed by patients are concepts that are consistent with findings in the field of behavioral economics and have the potential to inform development of effective behavior change tools.

Maltreatment Profiles of Child Welfare–Involved Children in Special Education: Classification and Behavioral Consequences

2019 ◽  
Vol 86 (3) ◽  
pp. 237-254
Author(s):  
Kevin A. Gee
Keyword(s):  
Special Education ◽  
Sexual Abuse ◽  
Child Welfare ◽  
Physical Abuse ◽  
Problem Behaviors ◽  
Latent Class ◽  
Well Being ◽  
Latent Class Analyses ◽  
Internalizing Problem ◽  
Internalizing And Externalizing

In this study, I investigated the maltreatment profiles of child welfare–involved children in special education and examined how those profiles influenced their internalizing and externalizing behaviors. I analyzed data on a sample of 290 children (63% male, 37% female, Mage = 11 years) from the National Survey on Child and Adolescent Well-Being II. When weighted, this sample represented approximately 233,000 children involved in the child welfare system and in special education. Results from latent class analyses revealed four maltreatment classes, listed by predominance: supervisory neglect, physical abuse, other forms of maltreatment, and sexual abuse. Relative to children in the sexual abuse class, children had higher teacher-reported internalizing problem behaviors if their predominate maltreatment class was either supervisory neglect or physical abuse. Understanding maltreatment and its consequences for child welfare–involved children in special education can help better inform ways to promote their educational success.

scholarly journals Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

2021 ◽  
Vol 12 ◽  
Author(s):  
Kata Nylén ◽  
Martin Karlberg ◽  
Nina Klang ◽  
Terje Ogden
Keyword(s):  
Behavior Change ◽  
Problem Behaviors ◽  
Positive Behavior Support ◽  
Program Implementation ◽  
Positive Behavior ◽  
Behavior Support ◽  
Implementation Team ◽  
Implementation Model ◽  
Swedish Model ◽  
Initial Implementation

School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

scholarly journals Knowing Behavior Matters Doesn’t Hurt: The Effect of Individual Climate Behavior Messaging on Green Policy Support

2020 ◽  
Author(s):  
Abdurakhim Rakhimov ◽  
Erik Thulin
Keyword(s):  
Climate Change ◽  
Behavior Change ◽  
Climate Policy ◽  
Carbon Tax ◽  
Individual Behavior ◽  
Policy Support ◽  
Large Impact ◽  
Mitigation Potential ◽  
Green Policy ◽  
Personal Behavior

Promoting individual behavior change has been criticized as a strategy for addressing climate change due to its potential to diminish climate policy support. In a pre-registered study, we find that messages recommending the adoption of individual climate behaviors and highlighting their large impact do not affect support for a carbon tax. Programs that encourage personal behavior change with substantial mitigation potential offer complementary opportunities to policy without undermining its effectiveness.

Motivational Interviewing Training for HIV Care Physicians in Argentina: Uptake and Sustainability of an Effective Behavior Change Intervention

2020 ◽  
Author(s):  
Violeta J. Rodriguez ◽  
John M. Abbamonte ◽  
Maria Luisa Alcaide ◽  
Nicolle L. Rodriguez Yanes ◽  
Aileen de la Rosa ◽  
...  
Keyword(s):  
Behavior Change ◽  
Motivational Interviewing ◽  
Hiv Care ◽  
Behavior Change Intervention ◽  
Effective Behavior
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