We love the folks at Self&Match when it comes to self-monitoring!

For more information, check out this CEU webinar. Robert Schramm also has a CEU webinar to watch that includes self-monitoring.

Get the Self & Match Manual for 10% off here! Use Coupon Code: howtoaba2022

A behavior contract is a written agreement specifying expected behavior, time frame, and reward

May be used to:

• Increase student ownership and buy in
• Help teach the student to self-monitor
• Minimize the prominence of a reward system
• Clarify expectations, track performance, and specify when rewards are available
• Delay rewards/fade reinforcement over longer periods of time.

Pre-requisites:

• Does the student understand the guidelines of the contract?
• Does the contract clearly specify all expectations and rewards?
• Is the behavior stated within the student’s skill set?
• Is the relationship between the difficulty of the task/behavior(s) and the amount of the reward fair?
• Note: Reading is NOT a prerequisite skill as pictures may be used.

Developing a Behavior Contract:

• Pick 3-5 goals (target behaviors) maximum
• Keep the phrasing positive (i.e., what the student should be doing)
• Keep it attainable
• Identify possible rewards
• Rehearsal and student buy-in
• Choose a method of recording (e.g., checklist, chart, clipboard)
• Change as necessary – be flexible!
• Include bonus rewards to increase motivation

Fading Behavior Contracts:

• Renegotiate the contract if the contract is not effective
• Student is no longer motivated by the reward
• Student consistently fails to earn the reward
• Reward cannot be delivered according to the contract
• Student has mastered current goals
• Terminate the contract once the student consistently and independently completes the task(s)
• Move to self-monitoring systems

Self-Monitoring Systems:

• Students collect data on their own behavior
• Benefit: students are active participants in their improved performance
• Create an easy-to-use recording system with a pre-determined timeline (all day may be overwhelming at first)
• Often create the system together to encourage buy-in
• Define behavior well so that students understand what behavior they are monitoring
• Include teacher check-ins
• Teachers may monitor behavior initially (along with the student) to ensure accuracy
• Bonus points can be awarded for accuracy

Common Errors:

• Offering reinforcement only once the student misbehaves
• Example: Student often gets out of his seat. Teacher says, “If you stay in your seat, you can earn ______”
• Reinforcement is NOT a bribe or a threat
• Students who misbehave more frequently, often take up most of teacher’s time, energy, and earn most rewards.

Here’s a great blog that describes self-monitoring in more detail.

Here’s a website that can help you create your own self-monitoring system.