The effects of contingency contracting for a middle school student with attention deficit hyperactivity disorder during corrective reading lessons: A case report

The purpose of the present study was to evaluate the use of contingency contracting and a token program with an adolescent with ADHD. These data were gathered during Direct Instruction reading lessons in a middle school setting. The participant earned points for participating in the reading lessons. The contingency contract monitored number of participation points as well as interrupts. The overall outcomes indicated that interrupting behaviors decreased and participation improved when bonus points and contingency contacts were in effect. When the criterion for consequences was further reduced, the participant's interruptions again declined. Changes in academic participation were less dramatic, but increases were found when contingency contracting was employed.