I believe contracts to be one of the best positive reinforcers because of the responsiblity it puts upon the student.  I agree with teachers who believe in restricted use of behavior modification methods.  I began my teaching experience using "classroom cash" as a behavior reinforcer and with hopes that students would also learn about debts and assets and have weekly experiences with savings and expenditures.  Students were given "X" amount of money each week as their salary for coming to class.  They had to pay rent for desk space, etc. They could then earn extra cash throughout the week for positive behavior.  Inappropriate behaviors each had a fixed fine.  For example, a paper not turned in on time cost the student $5.00.  At the end of the week students were allowed to shop at the class store. Almost all of my students were very motivated to earn and spend class cash.  Unfortunately, while the positive reinforcement worked for most of the students, I soon felt as if I were paying them off to behave.  I worried about them losing their intrinsic motivation.  I abandoned this my second year only to replace it with similar token economies.  Students began expecting rewards, asking "What do we get if we do this?"  I realized that it was always the same students being rewarded, the students who didn't really need reinforcement to do well in class.

A couple years later our school discipline committee developed a school wide program that was suppose to reward those students who completed their work on time, were prepared for class, weren't behavior problems, etc.  Students were given three strikes.  If you obtained 3 strikes in a month you were left out of the monthly activity.  I tried to emphasize that this was a reward for those who did well and not a punishment for those who didn't.  We took kids bowling, skating, etc. It was nice to get a chance to have fun with these students who are often neglected in a school setting.  As a teacher we all know the kids who have problems turning in, doing or finding their work, most of our communications are with them.  This program gave us a chance to get to know the rest of the kids in class.  This too, however, failed.  Receiving a mark in the black book is a punishment. Again, students who didn't really need motivation were doing very well.  The students who just can't manage their time, or just have too much to deal with, were being excluded every month.  These are the students who would probably benefit more from the experience. Students again began expecting rewards for things they would have done anyway.  We took away the "Do well because it feels good", their intrinsic motivation, and replaced it with "If you do this, we'll give you something".  I gave up this constant use of  rewards and began just expecting good behavior.

Behavior contracts, however, are generally for those students who are struggling.  Those who need a boost.  Perhaps no one at home cares if they succeed in school.  A contract is a good beginning.  Students are responsible for fulfilling the contract for a reward. They feel satisfaction in completing the contract and after several successes can later move from the extrinsic motivation to the reward of internal feelings of pride and satisfaction.  Behavioral contracts are one of Skinner's best ideas, but they must be set up to ensure student success or you are achieving the exact opposite of what you intended.

Some considerations need to be made when using contracts. Barbara Cyr stated in her paper, Applied Behavior Analysis:A Review of The History, Theories, Methods and Techniques, that the reward must be substantial since the contract is often long term.  This requires the teacher to know a great deal about the student's desires.  It is also neccessary to give immediate rewards for desired behavior so that some type of token must be given during the contract period.  For instance, for each paper turned in on time you received a sticker, ten stickers fulfills your contract for the reward.  Adults use formal or informal contracts to adjust their behavior.  But it has been proven that once the rewards are taken away, the behavior diminishes or disappears if there isn't a strong habit built.

There is no question in my mind that behavior modification techniques work, at least short term, but I'm not convinced that we should be using them to the extent that we are in the classroom.  I also disagree with the statement: "Students should be graded according to uniform standards of achievement, which the teacher sets for the class" (Behaviorism As A Learning Theory)
Students are individuals with different needs and should be treated differently in order to be fair to all students.  Skinner's statement that suggests "a person is least free or dignified when he is under threat of punishment." is absurd.  People are free to make decisions based on the consequences.  Students know if they break the rules they will be held responsible.  Citizens know that if they get caught breaking a law they will be punished.

I have recently involved my students in the class rule making process.  I let them know what I expect, I keep them busy so that behavior problems are minimal, and for those students who need extra guidance I use behavior contracts.  I still reward my students but not on a regular basis.  I let them know when I'm happy with their efforts and I reward them when I feel it is appropriate.  They  no longer expect rewards but appreciate being recognized for their behavior. I use a lot of Ginott's techniques, correcting by redirecting,  and using congruent communication. I agree with his idea of inviting student cooperation instead of demanding it and I hope to try his "hidden assett" question.

Our school now employs a new strategy, "Fight Free", to encourage positive behavior.  Our students stand each morning and give a pledge promising to be cooperative and to treat other students as they want to be treated.  If there is a problem during the day in a classroom with a student somehow assaulting another student, the class flag goes down and they must apologize to the class.  If there is a fight between two students, the school flag comes down.  I'm sure that Skinner would disagree with this technique, but I think that it does allow the student to keep his dignity while holding him responsible for his behavior.  We need to teach students to be responsible for their actions and that if they make the right choices they will benefit from the results.  But, we need to do it without showering them with tokens.
 

Works Used:

WEBSITE:Behaviorism As A Learning Theory

C.M. Charles, Building Classroom Discipline

WEBSITE:Cyr, Barbara, Applied Behavior Analysis:A Review of The History, Theories, Methods andTechniques

WEBSITE:Mental Health. net