Introduction
Behavior change contracts are gaining popularity for improving behavior in various contexts, including schools and workplaces. This contract describes the behavioral expectations and repercussions in case of non-adherence. In this contract for behavior modification, treatments are recommended for Z.J., an adult who struggles with attention span issues and delinquency. The selected articles give the essential understanding of best practices, possible advantages, and limits of behavior change contracts for encouraging behavior adjustment. It is crucial that persons with limiting behaviors have access to behavior contract assistance possibilities and that contracts are tailored to address the specific requirements of each individual.
Behavior Change Contract
Client Name: [Z.J.]
Behavioral Goal: Improve punctuality and time management skills
Target Behavior: Being on time for planned appointments, job assignments, meetings, and courses is the desired behavior.
Operational Definition. Z.J. will keep a daily journal in which they note their start time, the time it takes to finish each activity, and any diversions or interruptions they encounter.
Method for Collecting Data: A daily log will be maintained by the employee recording their start time, the time they complete each task, and any distractions or interruptions they experience.
Level of Progress Desired: Z.J. should aspire to come on time at least four days per week and to finish activities without substantial interruptions or diversions ninety percent of the time. This will be monitored for four months.
Period for Contract: Four months from the date the Z.J. and the employer sign the contract.
Contract Terms
- Z.J. will first have a medical evaluation and expert mental care.
- Z.J. shall come to work at least four times weekly within five minutes of the planned start time.
- Z.J. will execute assigned duties without substantial disruption or diversion.
Once every week, Z.J. will attend a mental health support program.
- Z.J. will keep a daily journal of their start time, time to accomplish each work, and any interruptions they encounter.
- On a biweekly basis, Z.J. will meet with their supervisor to monitor progress and make any required modifications to the contract.
- If Z.J. accomplishes the contract’s objectives, she will get a $500 incentive after the four-month term.
Contingencies for Undesirable Conduct
- If Z.J. is tardy, the instructor, supervisor, or authorized person will verbally admonish her.
- The Z.J. must design a new plan with the instructor, supervisor, or authorized person if she is frequently late for one week.
- If the client fails to fulfill the timeliness criteria for two consecutive weeks, a meeting with the instructor, supervisor, or authorized person will be set to address the matter and decide the subsequent actions.
Techniques to Encourage Desired Conduct
- Z.J. will utilize time management tools, such as phone alarms and calendar notifications, to keep track of upcoming appointments and meetings.
- Z.J. will get therapeutic assistance
- Client will solicit feedback on progress from friends, family, and coworkers and make appropriate modifications
Signatures
Client: [Z.J] Date: [Insert Date]
Teacher/Supervisor/Authority Figure: [Insert Signature] Date: [Insert Date]
Target Behavior to be Addressed
This behavior change contract addresses the restricted attention span and sensitivity to disturbances, often resulting in considerably worse academic and occupational performance. Attention deficit/hyperactivity disorder (ADHD) may be related to difficulties in sustaining sustained concentration (Young et al., 2020). The attention deficit is often exacerbated by the propensity to abandon planned work to deal with otherwise less significant interruptions (Young et al., 2020). In psychiatry, patients with early-stage ADHD may get the required assistance to impact action preference decision-making and, by extension, behavioral change.
Identified Articles
Z.J.’s behavior change contract adopts the best practices presented by researchers that have attempted to determine optimal patient experience in their efforts towards a higher quality of life. The first article’s strength is that they provide critical insights from the psychiatric perspectives determined to facilitate the change process (Ino et al., 2023). However, the main area for improvement is the limited emphasis on the psychological and psychiatric viewpoints on the needs of patients.
The importance of Clinical Examination in Contracts
The second article discusses the necessity of access to excellent care for persistently aberrant behavior, such as ADHD. The strength of the article is that the researchers present insights into the necessity for appropriate professional intervention in detecting and treating neuropsychiatric susceptibility (Vuijk et al., 2020). The research indicates that in adolescents and adults, ADHD was linked with phenotypes outside the DSM-defined ADHD that share its liability and have outcomes-related consequences (Vuijk et al., 2020). The main weakness is that the article does not address adolescents with a high ADHD polygenic load from a solution-oriented approach. However, these results suggest the necessity to evaluate further the most effective behavioral treatment to optimize behavior change contract interventions.
The efficiency of Group Counseling Sessions
The third article proposes group counseling as a behavioral contracting strategy. The strength of the behavior change contract guide is that the investigation of behavior change contract best practices demonstrates the efficacy of group counseling (Sari & Ayriza, 2022). As employed in Z.J.’s behavior change contract, results demonstrated that group therapy using the behavioral contract strategy helped reduce academic procrastination among students (Sari & Ayriza, 2022). Those with ADHD who participate in a group environment might benefit from the support and viewpoint of others experiencing similar issues.
Analysis of the Effectiveness of the Described Behavior Contracts
Effectiveness in Determining and Managing Neuropsychiatric Vulnerability
Z.J.’s behavioral contract covers the value of identifying and managing neuropsychiatric vulnerability, the value of group guidance and counseling assistance, and active engagement in promoting patient-centered treatment. Z.J.’s behavioral contract is developed conscious of insights from Vuijk et al. (2020) that emphasize the significance of clinical assessment and evaluation for identifying and treating neuropsychiatric susceptibility. The researchers observe the need for a good assessment in selecting the most successful behavioral treatment for persons with ADHD (Vuijk et al. (2020). As in Z.J.’s contract, by recognizing an individual’s unique neuropsychiatric vulnerabilities, healthcare professionals may personalize therapies to target particular symptoms and behaviors, increasing the likelihood of effective behavior modification.
Similarly, providing an adequate clinical assessment of the behavior change contract process improves healthcare provider-patient communication and cooperation. Patients better educated about their neuropsychiatric vulnerabilities and possible behavioral repercussions may be more motivated to participate in behavior change attempts (Young et al., 2020). In reality, healthcare personnel with a thorough grasp of their patients’ vulnerabilities may give more effective support and guidance throughout the behavior change process, enhancing the quality of treatment and resulting in improved patient outcomes. The behavioral contract includes appropriate clinical assessment and evaluation, allowing for a more personalized and focused approach to behavior modification therapies.
Effectiveness of Group Guidance and Counseling Support
Z.J.’s behavior change contract further incorporates the idea that individuals with attention deficit disorder are more likely to exhibit the desired behavioral changes if they use group supervision and therapy. The group therapy technique enables people with similar problems to get together, share their experiences, support each other, and offer encouragement (Sari & Ayriza, 2022). The cultivated feeling of community may build motivation, self-awareness, and self-efficacy, all essential to effective behavior change. Individuals may also acquire new coping skills from one another and better grasp their condition via group therapy.
Equally, group counseling may be more cost-effective than individual treatment, making it a more accessible alternative for persons who lack the financial means to seek individual therapy. Group therapy may also increase the likelihood of long-term success in behavior modification by offering an approachable and supportive setting. When people continue to receive group support, they are more likely to stay motivated and involved in the behavior change process, resulting in long-term behavior improvement. Overall, group advice and counseling assistance provide a helpful approach to behavior modification and may considerably increase the likelihood that persons with attention deficit disorder will modify their behavior as intended.
Merit in Building a Good Relationship with Care Providers
The design of the behavior contract follows the recognized best practice that establishing a positive connection with care providers is crucial for enhancing the quality of care and support provided to persons with attention deficit hyperactivity disorder. By creating a strong connection with care providers, people might feel more at ease discussing their experiences and concerns, resulting in more tailored and effective care (Young et al., 2020). Such a pleasant connection may contribute to developing trust between the person and their caregiver, which is vital for facilitating honest and open communication.
Comparison and Contrasts of the Contracts and the Processes
The focus on the behavior contract process creates both conceptual convergence and conceptual variance across best practices. By establishing a robust caregiver-patient connection, healthcare practitioners may create a more supportive and sympathetic environment for patients with attention deficit disorder. Patients are more likely to be involved and motivated in the behavior change process if they feel heard, understood, and respected by their healthcare professionals. Healthcare practitioners with close relationships with their patients may be better equipped to offer tailored treatment and support, adapting interventions to each patient’s unique requirements and preferences.
In contrast to the significance of establishing a favorable rapport with health care practitioners, clinical examination and group therapy provide alternative behavior modification methods. The clinical examination identifies neuropsychiatric vulnerabilities and customizes interventions to address specific symptoms and behaviors. In contrast, group therapy provides a supportive and motivating environment for individuals to learn new coping strategies and connect with others facing similar challenges. Individuals with attention deficit disorder may get a more comprehensive and tailored approach to behavior modification that meets their particular needs and preferences by merging clinical assessment and group therapy into a behavior change contract.
The Strengths and Weaknesses in the Designs
The Strengths of the Designs
Behavioral contracts are effective for fostering behavior modification in people with attention deficit hyperactivity disorder. They provide an organized method for defining and completing objectives, which may boost motivation, self-awareness, and self-efficacy. Including appropriate clinical assessment, group supervision, and counseling assistance may further improve the efficacy of the behavioral contract process. By identifying particular neuropsychiatric vulnerabilities and customizing treatments to target specific symptoms and behaviors, healthcare practitioners may give more effective support and guidance throughout the behavior change process, resulting in improved patient outcomes.
Weaknesses in the Designs
Nevertheless, the efficacy of behavioral contracts relies on several variables, including the patient’s desire to engage in the process actively and the quality of the patient’s connection with their care provider. In addition, the absence of rigid rules and the heterogeneity in the design of behavioral contracts might result in variations in the approach’s efficacy. In order to guarantee the efficiency of behavioral contracts in encouraging behavior change, it is vital to create clear and uniform rules for their construction and execution. Behavioral contracts provide a helpful method for behavior modification, but their effectiveness is contingent on sound design, patient participation, and cooperation between patients and care providers.
Compassionate and Ethical Considerations for the Behavior Change Contract
The BACB’s Ethics Code
This contract stipulates compliance with the Capella Compassion Code and the BACB’s Ethics Code for Behavior Analysts. The Ethics Code of the Behavior Analyst Certification Board specifies the principles behavior analysts should adhere to in their professional activities (Beaulieu & Jimenez‐Gomez, 2022). While forming a contract for behavior modification, behavior analysts should operate in their client’s best interest and treat them with decency and respect (Beaulieu & Jimenez‐Gomez, 2022). Following the BACB’s Code of Ethics rules, behavior analyzers must seek informed permission from their clients before commencing therapy or intervention. Likewise, behavior analysts must preserve clients’ personal information, including therapy progress and results, to guarantee client confidentiality. As specified, behavior analysts should be held accountable for providing a secure and supportive atmosphere for excellent treatment.
Considerations as per the Capella Compassion Code
The Capella Compassion Code stresses the significance of compassion in all professional endeavors, including behavior change contracts. Compassion entails listening to people, comprehending their problems and anxieties, and assisting them (Beaulieu & Jimenez‐Gomez, 2022). While dealing with clients, behavior analysts must get permission and agreement for evaluation and intervention while being attentive to cultural, language, and possible pressure sources. It is essential to be conscious of the likelihood of prior trauma and to pick reinforces carefully, involving as much client choice as possible in reinforcement and therapy choices.
Conclusion
Z.J.’s behavior change contract provides the necessary support in developing a habit that would improve time management quality. Behavior modification contracts may be used as a powerful instrument for altering behavior, particularly when they are personalized to match the specific requirements of each individual. However, there are limits and difficulties connected with behavior modification contracts, such as the requirement for quantifiable and specific objectives, regular reinforcement, and ethical issues. The first piece highlights the significance of integrating the person to construct the behavior change contract, establish clear objectives, and use positive reinforcement to encourage behavior modification. The second article discusses the possible advantages of behavior-change contracts for enhancing students’ academic performance and social conduct. The third article focuses on using behavior change contracts in the workplace. Individual characteristics, ethical issues, and other elements that may impact the contract’s effectiveness must be considered. As a result, it is essential to work with specialists, such as behavior analysts, to ensure that the contract is personalized to fit the particular requirements of each individual, as well as to evaluate progress and make necessary revisions.
References
Beaulieu, L., & Jimenez‐Gomez, C. (2022). Cultural responsiveness in applied behavior analysis: Self‐assessment. Journal of Applied Behavior Analysis, 55(2), 337-356. Web.
Ino, H., Nakazawa, E., & Akabayashi, A. (2023). Behavior contracts in psychiatric practice and everyday situations: A psychological and psychiatric viewpoint. Psychiatry International, 4(1), 12-17. Web.
Sari, A. F., & Ayriza, Y. (2022). Group counseling with behavioral contract technique: is it effective to reduce academic procrastination among junior high school students? Konselor, 11(1), 25-31. Web.
Vuijk, P. J., Martin, J., Braaten, E. B., Genovese, G., Capawana, M. R., O’Keefe, S. M.,… & Doyle, A. E. (2020). Translating discoveries in attention-deficit/hyperactivity disorder genomics to an outpatient child and adolescent psychiatric cohort. Journal of the American Academy of Child & Adolescent Psychiatry, 59(8), 964-977. Web.
Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W.,… & Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in girls and women. BMC Psychiatry, 20(1), 1-27. Web.