Supporting Rural Students With Emotional and Behavioral Disorders on the School Bus With Behavior Contingency Contracts.

This article focuses on the use of behavior contingency contracts as an evidence-based intervention to support students with emotional and behavioral disorders (EBDs) in less structured settings, specifically on rural school buses. It outlines a step-by-step process for developing and implementing behavior contracts, which are written agreements defining expected behaviors and contingent reinforcements, emphasizing collaboration among students, educators, caregivers, and bus drivers. The article highlights the particular challenges faced in rural school districts, such as long bus routes and limited resources, and discusses how behavior contracts can promote positive behavior, self-monitoring, and consistent reinforcement while reducing exclusionary disciplinary actions. Guidelines for effective implementation, potential barriers, and the importance of ongoing monitoring and adjustment are also addressed, illustrating the intervention's adaptability and utility in rural educational contexts.