Student Interview-Informed Behavior Contracts for High School Students Identified as at Risk.

This article examines the acceptability and effectiveness of behavior contracts informed by brief structured student interviews to address challenging classroom behavior and increase academically engaged behavior (AEB) among high school students identified as at-risk via the Student Risk Screening Scale–Externalizing (SRSS-E7). Using a multiple baseline design with three male participants from a rural southeastern U.S. high school, individualized behavior contracts were collaboratively developed based on student-identified reinforcers such as tutoring, nap time, and monetary rewards. Results indicated moderate to large improvements in AEB and reductions in disruptive and passive off-task behaviors, with both students and teachers reporting high acceptability of the intervention. The study highlights the potential of student-informed behavior contracts as flexible, evidence-based Tier 2 interventions in secondary settings, while noting limitations related to implementation fidelity, unconventional reinforcers, and the need for further research on scalability and teacher-led application.