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Directions for developing a Family
Contract
1. Everyone sits at the table and has input. This does not
mean that everyone gets everything they want...it just means
that everyone is heard.
2. Decide the following:
A. House Rules
B. Behavior and attitudes that are acceptable
C. Behavior and attitudes that are not acceptable
D. Different types of rewards
E. Different types of punishments
F. How and when punishments and rewards will be given
G. Define everything. Don’t leave any “grey
areas”.
3. Write the final contract down on paper. Everyone signs it
and everyone gets a copy.
4. A “token-economy” system is based on the notion
of logical consequences. (For example: If I work, I get paid.
I can buy things I want and need with that money. If I don’t
work, or if I do a poor job, I don’t get paid. Then I can’t
buy anything.) The rewards to be received for doing what is expected
should cost differently based on their value. (For example: Let’s
say I want to buy a radio. I want one with a CD player, but I
only have enough money for one with a cassette deck. I can either
go ahead and buy the one with the cassette deck, OR I can wait
and save enough money to buy the one I really want.) You start
the day off by giving the youth a specific number of tokens.
When you have to re-direct the child, you immediately make them
hand over a token. Then, you discuss why a token was lost. Sometimes,
the contract can be visually reviewed to help ensure clarity.
When it is time to open up the “treasure chest of rewards”,
the youth will have the opportunity to “purchase” goodies
and prizes with what amount of tokens they have retained throughout
the day. Better rewards should cost more. Some examples of rewards
have been: cool pencils or pens, stickers, treats, comic or coloring
books, video rentals, slices of pizza from the mall or a pizza
place, undivided individual time with mom and/or dad, video game
time, T.V. time, friends over time, etc. It is essential to:
A. Be creative
B. Make the rewards appealing to the youth
C. Be willing to quickly reward good behavior as quickly as
you punish bad behavior
D. If the child does beyond what it expected or desired, give
“extra credit” rewards or tokens
Parents should decide when to reward youth. Some youth can
go an entire day before being rewarded. Some kids need to be
rewarded at scheduled points throughout the day. Some kids can
go several days without needing rewards. IT ALL DEPEND ON THE
NEEDS OF THE YOUTH.
5. Older youth (teens) respond well to an “Account”
system. In this model, the parent opens up a personal “checking
account” for each teen. There should be an initial balance
(ex: $500 credits), for the teen to start with. The teen then
“pays” for privileges and activities out of his/her
account. “Deposits” are made from allowances, extra
credits for exceptional behaviors, etc. This account, of course,
is maintained by the parent and teen together. Negotiations
for fees of privileges and allowances should be completed prior
to activating the account (later flexibility can be earned).
Poor behaviors and attitudes may result in the parent “withdrawing”
penalty fees from the account. The cost of these fees should
also be negotiated and agreed upon by the teen and the parent
prior to account activation.
Remember that behavioral interventions work about 93% of the
time with youth. The key points to remember are TIME and CONSISTENCY.
Change is often slow and difficult. Youth will frequently resist
and challenge the contract. If you can remain tough, it will
work eventually.
GOOD LUCK!!
Drew McDaniel, M.S.W. Child Mental Health Specialist
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