Behavior performance contracts are used by teachers as a behavior intervention for students who are having difficulty managing their behavior in the school setting. Positive Behavioral Interventions and Supports World suggests that behavior contracts may be used when students exhibit persistent behavior problems that are not controlled using other classroom management tools; for students who are very unorganized or fail to compete daily school assignments or homework; and when students exhibit persistent emotional difficulties -- frustration, anxiety, defiance or oppositional behavior in the classroom setting.
There are two basic types of behavior performance contracts. With a simple behavior performance chart, the student -- usually at the elementary school level -- works towards receiving a reward for improved behavior on a path that the teacher usually colors in. The second type of behavior chart is a contract between the student, the teacher and either the parents or a counselor. The behavior contract, according to Intervention Central, consists of several parts: a list of behaviors that need to be increased or decreased, a list of what the students want for a reward, a statement of the minimum conditions the reward can be attained, and a section for rewards or penalties. Usually the student, the teacher and the parents sign the contract.
There is research to suggest that for some students, behavior charts can be effective.The Behavioral Health Recovery Management Project reports that behavioral charts are effective for a range of student behaviors. Also, behavior charts can be effective with a wide range of ability levels. Behavior performance charts likewise can pinpoint a cause for the behavior, or a trigger -- which helps teachers and counselors to work on modifications for the behavior. However, there is also research to suggest that behavior contracts do not work for every student, because they single a student out as different, because the reward system is only interesting to the student for a limited period of time, and because parents do not always support the strategy.
There are other modifications for student behavior that do not involve behavior performance charts. According to the University of Kansas, preventative measures may prove useful for teachers before a problem even begins. Preventative measures may mean a quiet spot for the student to decompress, or a few minutes to read quietly, or a journal for students to draw or write. Also, the university suggests teachers consult with the students to develop positive reinforcement rather than consequences for bad behavior. Finally, the university recommends that some students may be able to monitor themselves, which leads to greater self-sufficiency.