Behavior Compliance Agreement

It is the teacher who decides the specific behaviours to choose for the driving contract. Where possible, teachers should set behaviour targets for the contract in the form of positive, pro-academic or pro-social behaviours. For example, a lecturer may be concerned that a student often calls answers during class, without first having the teacher`s permission to speak. For the contract, the teacher`s concern to have the student speak can be positively stated: “The student will participate in a class and discussion, raise his hand and be recognized by the teacher before proposing an answer or comment.” In many cases, the student can participate in the selection of positive goals in order to increase and motivate the child`s participation in the behaviour contract. The brokers` performance and compensation prospects were linked to a certain productivity, which also included some brain drain. Brokers were threatened by the new compliance requirements, and when they saw the 90-day procedure, they decided that departures could be made in 91 days. They were convinced that management did not really want cost-effective practices to be stopped if their “solution” was such an easy-to-avoid compliance procedure. Given the clinical importance of adherence in DSE patients, it is not surprising that a number of studies have evaluated the effects of intervention techniques to improve adherit. A large majority of studies have evaluated the impact of behavioural interventions on adhesive results. There are modest indications that behavioural strategies (z.B.

self-monitoring, behavioural tightness and positive reinforcement) are associated with improved adhacity among hemodialysis patients (Barnes, 1976; Brantley, Mosley, Bruce, McKnight and Jones, 1990; Hart, 1979; Hegel, Ayllon, Thiel, Oulton, 1992; Keane, Prue, Collins, 1981; Kirschenbaum, Sherman, Penrod, 1987). However, most of these studies are limited to individual or small group projects. A notable exception is an evaluation study of several behavioural techniques to promote adherement in 87 hemodialysis patients (Cummings et al., 1981). The authors reported that behavioural interrogations and the use of different types of positive reinforcement (i.e., lottery tickets or verbal reinforcement) were all linked to a significant improvement in fluid absorption and drug retention immediately after a six-week intervention period. However, these improvements were not sustained with a three-month follow-up evaluation. Early research uses behavioural approaches, including reinforcement and direct advice to improve computational skills. For example, Pavchinski, Evans and Bostow (1989) described an intervention with a 12-year-old student with learning disabilities to improve basic reading and math skills. Based on a changing criteria design and token reinforcement system, dagger sight words were presented to the student and a second set of measures consisting of a list of 220 simple computational problems.

Tokens that have been won to meet the target criterion can be exchanged for quotas. Similarly, Hastings, Raymond and McLaughlin (1989) used task analysis and direct teaching procedures and successfully trained seven students, including two mentally disabled, to account for quick money.