How to Guide for Behavior Contracts

Behavior challenges can be one of the toughest parts of teaching. Whether it’s constant disruptions, difficulty following directions, or off-task behavior, sometimes a simple reminder just isn’t enough. That’s where a behavior contract can help.  It can be a simple positive reinforcement intervention that you have in your bag of tricks.

The great thing about behavior contracts is that they can be used in high school or with elementary students. As a behavior interventionist, I have used them with students across the age span. 

In this guide, we’ll walk through everything you need to know about writing a behavior contract that actually works. From when to use one (and when not to) to step-by-step instructions and common mistakes to avoid, you’ll leave with the tools to create a behavior contract that sets your students up for success. Let’s dive in!

What is a Behavior Contract?

A behavior contract is a written agreement between a teacher and student that outlines clear expectations, consequences, and rewards. It helps students take ownership of their behavior while giving teachers a concrete plan to follow. But not all behavior contracts are created equal—if they’re too vague, too complicated, or not enforced consistently, they won’t be effective.

We’ll dive into specifics on what is actually apart of the behavior contracts a bit further down, but you want to be sure that it includes a target, positive behavior that you want to see more of, rewards and/ or consequences, both teacher and student collaboration and signatures.

When used correctly, behavior contracts can be a powerful positive reinforcement tool that helps students build self-management skills and take responsibility for their actions.

When to Use a Behavior Contract

It is important to know when to use a behavior contract, and when not to. They are not a tool that are going to be effective for every student. Some things to keep in mind when deciding if this is a tool for your student:

• Student has the skills to engage in appropriate behavior. To clarify this, if a student is engaging in severe problem behavior like hitting and yelling every time they are corrected, they may not have the skills to process being incorrect. The student MUST have the skills you are requesting of them to be able to do use a behavior contract.
• The student needs accountability. Some students know the rules (and have the skills to follow them) but need extra reinforcement to follow them consistently.
• There is a clear, measurable behavior to track. The contract should focus on specific behaviors like “Stay seated during independent work” rather than vague expectations like “be good.” 
• It should be a persistent behavior problem, not a behavior that happens once in a great while.
• The student is capable of meeting the expectations. If the behavior issue stems from a won’t do rather than a can’t do, a contract can help. (For skill deficits, direct instruction is needed instead.) This goes back to bullet point one- it’s a big one and a huge consideration.
• The student is involved in the process. A behavior contract is far more effective when the student has a say in setting goals and choosing rewards.
• There is follow-through from adults. A contract only works if teachers and caregivers reinforce it consistently- which means you need to make a plan to be sure it is something you implement consistently as well.

When NOT to Use a Behavior Contract

There are times when a behavior contract isn’t the right tool. Avoid using one when:

• The student lacks the skills to meet expectations. If the student struggles due to a skill deficit (e.g., impulse control, emotional regulation), they need explicit instruction and support—not just a contract.
• The reason the behavior is happening is not clear. A behavior contract won’t address the root cause of severe emotional or behavioral challenges. In these cases, a more individualized support plan (like a Functional Behavior Assessment & Behavior Intervention Plan) may be needed. It is imperative that to change student behavior, you match the reinforcement with the function of the problem behavior. 
• The student is in crisis mode. A contract is a proactive tool, not an immediate fix for students who are frequently melting down or engaging in unsafe behaviors.
• The expectations are unrealistic. If a student is expected to change an ingrained behavior overnight, the contract is set up for failure. It should focus on progress rather than perfection. We will talk more how to do this within the steps of writing an effective contract.
• There is no plan for follow-through. If the teacher, student, or caregivers won’t consistently reinforce the contract, it will lose its effectiveness—and the student may stop taking it seriously.

A behavior contract can be a powerful tool to see behavior change when used correctly and consistently. The key is making sure it’s appropriate for the student’s needs, focused on achievable goals, and followed through with reinforcement and support.

Steps to Writing an Effective Behavior Contract

There can be more steps if you want to get more detailed or do a tiered behavior contract. These are the main components that you need no matter what. 

1. Identify the Target Behaviors

Start by choosing one or two key behaviors to focus on. If the contract tries to fix everything at once, it will be overwhelming and ineffective. Having a list of the targeted behaviors is not only overwhelming, it is impossible to track. These behavior expectations can morph over time as the student changes.

Be clear, specific, and measurable:

• Instead of “Be respectful,” write “Raise your hand before speaking.”
• Instead of “Stay on task,” write “Complete three math problems before taking a short break.”

Tip: Keep it simple! If the behavior can’t be measured, it will be hard to track progress.

2. Set Clear and Achievable Expectations

Once you’ve identified the behaviors, define what success looks like in a way the student can understand. These are like the terms of the contract.

Some tips include:

•  Use student-friendly language so they know exactly what’s expected.
• Make sure the expectations are developmentally appropriate—a kindergartener may need different supports than a fifth grader.
• Be realistic—gradual improvement is better than an all-or-nothing approach. For example, maybe at first the student needs to earn only 2 out of the possible 10 points to earn their reward. As time goes on, and the child’s behavior changes, you can increase the number of points they need.

If you set the bar too high and the student is unable to meet the criteria and therefore unable to receive their reward, the student buy-in will quickly diminish. These behavior contract goals will help to determine if the contract is working as well.

3. Determine the Rewards

To keep students motivated, behavior contracts should include reinforcement for success. This piece is important to involve the student. You can do a few things like doing a preference assessment or use a choice board to be sure the student is motivated.

Some ideas could include:

• Extra recess or free time
• Preferred classroom job
• Positive notes home

Don’t go broke with the rewards. Here is a blog post of 21 free classroom rewards.

Notice I did not include consequnces as apart of this contract. There are a few reasons for that:

• most times people jump to consequences too fast and then the students again do not buy into the contract
• when the students doesn’t earn their reward, that is a negative consequence in it of itself. For example, if a student’s reward is computer use, if they do not earn it then they simply do not have access to the computer which can be seen as a consequence. To give an additional punitive consequence on top would be giving two punishments.
• when you have specific enforceable consequences, sometimes there are many other things at play that you have to consider and do not want to impose those consequences.

This is all to say that students may still need consequences depending on the behavior. It is just not a critical component of a behavior contract. 

4. Collaborate with the Student and Caregivers

A behavior contract is most effective when the student has a voice in it. When students feel ownership over their goals, they’re more likely to stay committed.

• Ask the student what motivates them and what they think is fair. Have them help create the physical contract as well. You can add themes and characters they like. For example, you can use superheroes for when students earn their points if they like them.
• Involve parents and guardians so they can reinforce expectations at home. When you are able to include family members, it will give more power to the contract. However, be wary of having them deliver the reinforcement. It can be apart, but if the family members do not do it consistently this will again impact the effectiveness of the contract.
• Align the contract with existing classroom or school behavior systems to ensure consistency.

5. Put It in Writing

Now, it’s time to create the actual contract! Keep it short and to the point while covering all the necessary details.

Instead of having to write it on your own, you can get a digital download with editable contracts and charts that you can use starting tomorrow. You can click here for the editable behavior contract. There also includes a sample contract to support you in creating your own.

6. Review and Adjust as Needed

Even the best contracts might need some tweaking! Regularly check in with the student to assess what’s working and what’s not. Just be sure to be consistent in reinforcing the contract every day.  As time passes, celebrate progress & positive changes—even small improvements matter, and if the student isn’t meeting expectations, adjust the contract (e.g., change the goal, modify rewards, provide more support). The original contract should not be the same contract you end on. There should be changes as your student grows.

For example: If a student struggles to meet a 10-minute on-task goal, lower it to 5 minutes and gradually build up.

Common Mistakes to Avoid

Even with the best intentions, behavior contracts can fall flat if they aren’t designed and implemented correctly. When behavior contracts don’t work, it is typically due to the execution of the behavior contract. Here are some common pitfalls to watch out for:

1. Making the Contract Too Complicated

A behavior contract should be simple and easy to follow—for both the student and you! If it’s loaded with too many expectations, complicated reward systems, or hard-to-track behaviors, it will quickly become ineffective.

Remember:

• Keep the language clear and concise.
• Focus on one or two key behaviors at a time.
• Use a straightforward reward system that doesn’t require excessive tracking.

2. Setting Unrealistic Expectations

If a contract expects a student to go from constant disruptions to perfect behavior overnight, it’s setting them up for failure. The best approach is to make progress that is  gradual and achievable.

• Make sure goals are developmentally appropriate for the student.
• Start small and build on success.
• Adjust expectations as needed based on the student’s progress.

3. Failing to Follow Through with Rewards

A contract only works if it’s consistently enforced. If a student meets expectations but doesn’t receive their promised reward they’ll stop taking the contract seriously.

• Set up easy-to-manage rewards and consequences.
• Follow through every time so the student sees the connection between their behavior and the outcome.
• Keep reinforcers immediate whenever possible to maintain motivation.

4. Not Involving the Student in the Process

A contract shouldn’t feel like a punishment—it should be a collaborative tool that helps the student succeed. Without the child’s input, they’re less likely to buy into the process.

• Let the student help set their goals.
• Ask them what rewards they find motivating.
• Make sure they understand the contract and feel it’s fair.

Behavior contracts can be a great way for encouraging positive behavior and building student accountability. When done correctly, they provide clear expectations, meaningful incentives, and a structured way for students to take ownership of their actions. By keeping the contract simple, realistic, and collaborative, teachers can create an effective support system that benefits both the student and the classroom environment.

If you’re new to behavior contracts, start small. Focus on one or two key behaviors, be consistent with follow-through, and adjust as needed based on what works best for the student. Every classroom and every child is different, so flexibility is key.  These can be used for something as simple as a homework contract or something more involved that has contract guidelines about using appropriate language.

To make the process even easier, check out our ready-to-use behavior charts and contracts designed specifically for teachers. It includes everything you need to get started—clear guidelines, customizable sections, and a simple format that makes implementation a breeze. Grab yours today and start setting your students up for success!

Need more behavior interventions? Check out these other blog posts:

1. 10 Tips for Smoother Transitions: Have inappropriate behaviors at any and all transitions? Here are ten tips to help make them smoother. 

2. How to Create Behavior IEP Goals: Need help writing behavior goals? Check out this blog post to write the perfect one for your student.

3. Creating an Effective Behavior Plan: Working in an elementary school and struggling with writing a BIP? This blog lays out everything you need to write an effective one.