Hang around any school counselor’s office long enough, and you will inevitably hear the terms “behavior contracts” and “SMART goals.”
Despite being common language among school counselors, these modern mainstays have origins outside of education and are usually presented in different contexts.
But have you considered using one as a guideline to create the other?
Adopting the SMART goals framework when developing behavior contracts can be a gamechanger for creating clear, concise plans and also for garnering buy-in from students, parents, and teachers.
What are behavior contracts?
Behavior contracts are rooted in modern psychology, most notably in John B. Watson’s and B.F. Skinner’s theories positing that observable actions can be shaped through a system of reinforcements and consequences.
Applied behavior analysis, in particular, has utilized contracting effectively as Tier 2 and Tier 3 interventions. Generally, behavior contracts are implemented for students who are not responding to Tier 1 interventions. The crux of the contract is to extinguish undesirable behaviors and encourage positive behaviors.
Targeted behaviors can range from academic (turning in assignments) to personal management (tardiness, preparedness). The student is encouraged to change their actions through a monitoring process, and then rewarded when the student consistently displays the desired behaviors.
On the other hand, the SMART acronym was coined in 1981 by George T. Doran, a corporate consultant who wrote about how businesses should streamline how their goals and objectives were written. The purpose of this was to have better stated – and thus, achievable – goals.
The SMART system is usually presented as a component of college and career counseling; it’s an easily remembered acronym teaching students how to set goals.
So, how can schools utilize the SMART framework to develop student behavior contracts?
It is quite easy, especially when external rewards are involved, to get excited and overly ambitious with contracts. This is where SMART can help rein us in–and thus set the student up for success.
Through thoughtful, intentional application of Specific, Measurable, Attainable, Realistic, and Time-bound criteria, collaboration with students and families, and consistent follow-through, creating behavior contracts can be a breeze.
Specific
Contract goals should be stated in a clear and well-defined wording, especially for the student. This helps to eliminate confusion about the desired behavior. Some examples of specific goals:
- Arrives prepared for class by bringing writing supplies
- Keeps the workspace clean by stacking papers
- Arrives at class before the bell rings
Measurable
The desired action must be observable–and therefore able to be monitored as a means of tracking progress. It can be tempting to write goals such as, “The student will gain confidence in the classroom.” While a worthwhile goal, the team must consider how the student can visibly display this and what metrics will be used to determine growth. Below are some examples of how to make the above goal measurable:
- After class, the student will identify one new concept they learned
- After class, the student will identify one aspect of the class they enjoyed
- The student will participate in class by answering one question when called upon by the teacher
Attainable
Setting attainable goals can build the student’s confidence. It’s crucial to find that sweet spot between maintaining the status quo and growth–think “comfortably hard” as a starting point. As a team, assess where the student currently is regarding the desired behavior and what is achievable. How can the contract be written so the student is able to experience success? Some examples are below.
- Prepared for class by bringing writing supplies for 4 out of 5 class periods
- Keeps workspace clean by stacking papers for 4 out of 5 class periods
- Arrives at class before the bell rings 4 out of 5 school days
Realistic
When brainstorming goals, consider any external factors that are needed to ensure the student is able to fulfill the terms of their contract. If the goal is for the student to come to class prepared with writing supplies, make certain the student has the physical equipment they need (pens, pencils, notebooks). If they don’t, how can they obtain those materials? What is reasonable for the school, family, or other personnel to provide for the student in order for them to reach their goal?
Time-bound
The ultimate goal for any behavior contract is observable and sustained change over the long term. When establishing the contract, discuss with your team how long the contract needs to be in place. Over the quarter? The semester? What adjustments need to be made so the contract is sustainable not only for the student, but the school and family? The following are examples of how to adjust goals for sustainability:
- Adjusting time intervals (3 out of 4 days, or extending to 5 out of 5 days)
- Adjusting reward intervals (more frequent, smaller rewards or bigger rewards for longer time intervals)
Language matters
Let’s face it, the word “contract” can sound pretty intimidating, conjuring images of lawyers and harsh penalties for breaking the terms of the contract. Introducing the SMART acronym to students and families during the creation of the plan can make the contract more accessible and not like a sentence to be served.
Furthermore, using positive language to frame the target behaviors allows the student to associate a positive action with a reward and gives them a sense of purpose. This involves focusing on the target behavior and not the behavior to be extinguished. For example, rather than stating “The student will not,” write the target behavior as “the student will.”
Participant buy-in
Successful contracts involve the participation of several parties–teachers, school counselors, other personnel, families, and most importantly, students:
Family. When the family is on board with the contract and can provide reinforcement at home, it is likely the student is encouraged and motivated through the process.
Teacher and school personnel. Teachers and school staff provide progress monitoring data points and valuable feedback. Ensure the contract can be easily enforced during instructional time and transition periods, and you will have a grateful faculty!
Students. The heart and soul of the contract, the student must be invested in the outcome in order to stay motivated and succeed! When creating the contract, take into account the student’s age, grade, and functional skill levels when discussing target behaviors. This is especially true when considering rewards. Allow the student to take the lead in deciding their rewards. For younger students, this is often in the form of a material reinforcer, such as a small snack or toy. For older children, privileges and praise are often great motivators–and never discount the appeal of a favorite snack!
School counselors. The school counselor has a crucial role in the development and management of the contract. Not only can you use SMART principles to create the contract, but you maintain communication with students, families, and teachers to make sure the contract is being followed with fidelity. Additional duties around behavior contracts can include collecting feedback and making adjustments to the plan so students can experience success. Furthermore, counselors know the importance of celebrating small wins. Look for those successes, and make sure the student knows you see their effort.
Let’s be SMART about it!
For students and families, being recommended for a behavior contract can be upsetting and intimidating. An effective and compassionate school counselor can demystify the process, and incorporating the SMART goal framework into the behavior contract process can lead to some big wins for teachers, families, and most importantly, the students.