The case describes Timothy, a third-grader, who obviously has difficulties remaining in his seat in the class. First of all, it goes without saying that the most appropriate way to address this situation is to check whether a student has attention deficit/hyperactivity disorder, the symptoms of which are observed. While a competent teacher should pay attention to the cultural peculiarities of children to adapt his behavior strategies, he should consider a different approach to students with neurodevelopmental and other health issues as well. However, as Timothy’s parents refused to have him evaluated, it is essential to apply other methods to correct his inappropriate behavior in the classroom.
First of all, it is essential to mention that punishment may be ineffective in this case. Although it traditionally “decreases the probability that a behavior will be repeated,” it may have an insignificant effect, especially if Timothy genuinely has an undiagnosed attention deficit/hyper-activity disorder (Chapter 6, p. 126). At the same time, positive reinforcement should be applied as it “increases the probability that a behavior will be repeated when the behavior is followed by a preferred stimulus” (Chapter 6, p. 123). In the case of Timothy, this stimulus is his love for the Stink book series.
Therefore, it will be highly effective to develop a contingency contract for a student to strengthen positive reinforcement. As a “formal, written agreement between the student and teacher, that addresses the behavioral, academic and social goals,” a contingency contract is a simple and efficient method of reducing inappropriate behaviors (Chapter 6, p. 130). In order to complete this contract, it is essential to follow several essential steps:
- Define the desired and target behavior (Timothy’s remaining in his seat during the class);
- Determine the reward after the completion of the contract (Reading the Stink book series);
- Define the criteria for the completion of the contract (1 minute of reading for 1 minute of remaining in the seat during the class);
- Write the contract concerning the age-appropriateness of the language and sign it together with a student;
- Reinforce an appropriate behavior immediately “upon the completion of the contract” (Chapter 6, p. 130);
- Regularly review the contract.
On the basis of these steps, a contingency contract for Timothy will be the following:
In general, this method has multiple beneficial consequences – first of all, it improves communication between a student and teacher. Timothy will feel that he is respected by a teacher and treated like an adult who is responsible enough to sign contracts. In this case, a student will be not only motivated to remain in his seat for a longer time to read books but have good relationships with his teacher. Although a contingency contract is simple and takes several minutes its development, it provides a solid basis for a student’s improved behavior and academic achievements in the future.
Reference
Chapter 6: Basic classroom management strategies. 115-135.