Contingency behavior maps show a visual representation of appropriate and inappropriate behavior choices a student can make and the consequences of their choices. It is used when a student has difficulty making appropriate choices and understanding what kind of consequences their choices will produce. In many cases, special education students cannot connect their behavior to the outcome, and therefor they will continue to make inappropriate choices. When contingency maps are used, they can visualize the different paths of outcomes for appropriate, as well as inappropriate behavior choices.
HOW TO CREATE A CONTINGENCY MAP
Contingency maps refer to a specific situation or a specific behavior. When creating a contingency map, the teacher should identify the problematic situation, behavior, and the setting in which it occurs.
Once the situation/behavior is identified, the teacher will list a replacement behavior on the to path. A lot of teachers prefer to use a traffic light analogy, and list the top path in green, so the students can associate it with the desired activity they are encouraged to go for.
The bottom path will be used for the inappropriate behavior. The teacher will mark student’s current response and the undesirable outcome. This path can be marked in red, so the students can associate this color with the need to stop.
The top and bottom paths can be 2-4 pictures long, and must always contain the same exact number of matching images. Depending on the student’s level of comprehension, the types of pictures used can vary (photographs, PECS pictures, etc). Text can also be added.
HOW TO USE CONTINGENCY MAPS
A contingency map should never be introduced when a student exhibits the undesired behavior. Instead, the teacher should find a time when the student is calm and most receptive. The teacher should point to each picture explaining the desired path first, and emphasizing the desired outcome. In the same way, the undesired path should be explained, and the consequences should be made clear to the student. Since contingency maps are individualized, this process should be done with each student individually.
Once a student has been introduced to a contingency map, this should be used daily to allow students ample opportunities to practice the desired behavior and be successful. Data collection should be used to determine the effectiveness of a contingency map, and changes should be made as often as necessary.