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Use of contingency contracting to increase on-task behavior with primary students
Psychological Reports
|June 1, 1993
Summary
Contingency contracting, a strategy where teachers and students create agreements, effectively boosted on-task behavior in primary school students. This method showed positive results when contracts were implemented, highlighting its potential for classroom use.
Area of Science:
- Educational Psychology
- Behavioral Interventions
Background:
- On-task behavior is crucial for academic success in primary school.
- Previous research indicates behavioral strategies can improve classroom engagement.
Purpose of the Study:
- To evaluate the effectiveness of contingency contracting in enhancing on-task behavior.
- To assess the impact of student-selected consequences within contracts.
Main Methods:
- An ABABA single-subject replication design was employed.
- Three primary-age students participated in the study.
- Contingency contracts were collaboratively developed by the teacher and students.
Main Results:
- Consistent increases in on-task behavior were observed when contingency contracts were active.
- The intervention demonstrated replicable positive effects across participants.
Conclusions:
- Contingency contracting is a viable and effective intervention for improving on-task behavior in primary school settings.
- Student involvement in consequence selection enhances contract effectiveness.
- This approach offers practical implications for educators working with young children.