In which scenario is behavioral contracting most appropriate?

In which scenario is behavioral contracting most appropriate?

• A. A student excels in turning in homework
• B. A student rarely submits her homework or classwork assignments for math
• C. A student consistently raises their hand to participate
• D. A student often disrupts the class with laughter

Answer: (B)

Behavioral contracting is most appropriate in situations where a clear behavioral issue needs to be addressed, and specific goals for improvement can be established. In the scenario where a student rarely submits homework or classwork assignments for math, a behavioral contract can be tailored to define clear expectations and consequences related to homework submission. This approach enables the teacher and student to collaboratively set specific, achievable goals, like completing a certain number of assignments per week, and provides a structured plan for improving the student’s academic responsibility. It also reinforces accountability by clearly outlining what is expected and the rewards or consequences tied to those actions. The context of the other options does not align with the need for behavioral contracting, as they describe either positive behaviors that should be encouraged (excelling in homework and participating in class) or behaviors that might not warrant a formal contract (disrupting class with laughter could be addressed through other classroom management strategies).

Behavioral contracting is most appropriate in situations where a clear behavioral issue needs to be addressed, and specific goals for improvement can be established. In the scenario where a student rarely submits homework or classwork assignments for math, a behavioral contract can be tailored to define clear expectations and consequences related to homework submission.

This approach enables the teacher and student to collaboratively set specific, achievable goals, like completing a certain number of assignments per week, and provides a structured plan for improving the student’s academic responsibility. It also reinforces accountability by clearly outlining what is expected and the rewards or consequences tied to those actions.

The context of the other options does not align with the need for behavioral contracting, as they describe either positive behaviors that should be encouraged (excelling in homework and participating in class) or behaviors that might not warrant a formal contract (disrupting class with laughter could be addressed through other classroom management strategies).