The Art of the Deal Slides Lesson 01
The Negotiation Process
The Art of the Deal
Building Rapport and Collaborative Buy-in for Behavior Contracts
The Hook: Resistance
Imagine a student who has had a "Behavior Plan" for three years. Every time they see a teacher with a clipboard, they roll their eyes and walk away.
"I'm not doing another one of your deals. They're just rules with different names. Leave me alone."
How do you get them to sit down?
Shift the Paradigm
Imposition (Top-Down)
Teacher identifies the problem behavior
Teacher sets the goal and reward
Student is told to sign or face consequences
Collaboration (The Studio Model)
Student shares what makes work hard
Goal is co-created for mutual benefit
Reinforcement is meaningful to the learner
Active Listening: Your Main Tool
Reflective Questioning
"So what I'm hearing is that when the room gets loud, you feel like leaving. Is that right?"
Empathy Statements
"It sounds really frustrating to put in that much effort and still feel like you're falling behind."
Probing for Strengths
"You mentioned you enjoy coding. What's one project you've worked on that you're proud of?"
Role-Play: The Studio Session
Break into pairs. One is the Practitioner, one is the Student.
Practitioner Objectives:
1 Identify one major stressor in the classroom.
2 Identify one area of strength or interest.
3 Secure a verbal "Maybe" for a second meeting.
Negotiation Scripts Worksheet The Negotiation Scripts
Active Listening & Rapport Building Simulation
Lesson 01
Collaborative Contract Studio
Student Name
Date
Studio Objective
Practice the technical and interpersonal skills of a collaborative negotiation. Your goal is not to "fix" the student today, but to gather information (strengths and stressors) and secure commitment for a follow-up meeting.
Scenario A: The "Done With It" Student
The Profile
Leo (10th Grade): High intelligence, low output. He feels "targeted" by the current behavior plan which focuses on "sitting still." He loves graphic design and wants to be a UI designer.
"Every teacher here just wants me to be a robot. I'm not signing anything else."
Practitioner Focus
Use an Empathy Statement first.
Ask about his design work.
Avoid using the word "Behavior."
Scenario B: The Overwhelmed Perfectionist
The Profile
Maya (8th Grade): Shuts down when tasks look "too long." She tears up her paper and hides in the bathroom. She is an excellent athlete (track) and is very competitive.
"I'm just going to fail anyway, so why does it matter? Don't make me do a chart."
Practitioner Focus
Use Reflective Questioning .
Connect goal-setting to "Training" or "Athletics."
Keep the focus on "Reducing Stress."
Post-Simulation Notes
What was the hardest moment of the negotiation? Why?
Write down one specific strength you uncovered that could be used in a future contract:
Negotiation Skills Rubric
Skill Developing Proficient Expert Active Listening Interrupts student or misses cues. Uses reflective listening to confirm understanding. Validates complex emotions while maintaining focus. Collaborative Tone Sounds authoritative or lecture-like. Uses "we" language and asks for student input. Empowers student to define their own stressors. Goal Alignment Only focuses on teacher's concerns. Identifies one student strength/interest. Integrates student interests into potential contract goals.
Simulation Profile Cards Simulation Profile Cards
Student Profiles for the Contract Drafting Studio
Teacher Resource
Collaborative Contract Studio
L
Leo R.
10th Grade | General Education
Primary Interest
UI/UX & Graphic Design
Background & Strengths
Highly articulate and creative. Leo spends his free time building apps and designing logos. He is gifted in mathematics but refuses to show work, claiming it "interrupts his flow." He is respected by peers for his technical skills.
The Stressor
Leo becomes highly reactive to "micro-management." If a teacher stands over him or gives incremental verbal prompts during independent work, he will shut his laptop and put his head down for the remainder of the period.
Initial Interview Quotes
"I'm 16. I don't need a sticker chart. Just tell me what needs to get done and let me do it."
"Math class feels like a prison because Mr. H wants me to write out every single step. It's inefficient."
"If I finish early, I want to be able to work on my own portfolio projects without getting in trouble."
M
Maya T.
8th Grade | Resource Support
Primary Interest
Competitive Track & Field
Background & Strengths
Incredibly disciplined athlete. Maya is the star of the middle school track team. She is a visual learner who thrives on checklists and clear "finish lines." She struggles with reading comprehension, which causes significant anxiety.
The Stressor
When faced with a "wall of text" or a long writing assignment, Maya experiences "choice paralysis." She will often tear her paper, hide it in her desk, or request to go to the bathroom and stay there for 20 minutes.
Initial Interview Quotes
"In track, I know exactly where the finish line is. In English class, it feels like the race never ends."
"I'm just bad at this. I'd rather just fail and go to practice."
"I like when things are broken down. Like a circuit. Do this, then do that, then you're done."
Studio Reflection
Choose one profile to use throughout the five-lesson drafting process. How does your choice of student change your negotiation style? How will you translate "Graphic Design" or "Track" into a reinforcement menu?
The Why of the Buy Slides Lesson 02
Selecting Effective Reinforcers
The Why of the Buy
Conducting Preference Assessments & Designing Reinforcement Menus
Hook: The Reward Survey
Which would YOU work for right now?
15-minute coffee break
Public recognition in class
$5 Gift Card
Work from home tomorrow
Compare your choice with your neighbor. Why do we assume we know what kids want?
A Technical Distinction
Preference
What a student says they like or what they choose when given options. High preference items are potential reinforcers.
Reinforcement
The actual effect on behavior. It only counts as a reinforcer if it increases the future likelihood of the goal behavior.
"If it doesn't change behavior, it's just a gift."
Contracts fail when we mistake "nice-to-haves" for "willing-to-work-fors."
Preference Assessments
Forced Choice (Paired)
Present two items at a time. Record which is selected. Repeat until all items are paired.
Creates a clear hierarchy of value.
Multiple Stimulus (MSWO)
Present an array of 5-7 items. When one is chosen, it is not replaced in the next round.
Faster for students with short attention spans.
The Reinforcement Menu
Variety prevents satiation (getting bored).
Design Principles
Immediate
Small "appetizers" that can be delivered right after the behavior.
Delayed
Larger "entrees" that require points or tokens to accumulate.
Social
Free, high-value "desserts" like lunch with a favorite teacher.
Preference Discovery Tool Preference Discovery Tool
Preference Assessment & Menu Design
Lesson 02
Collaborative Contract Studio
Student Name
Date
Phase 1: The Multiple Stimulus Array
In your workshop pairs, choose 5 potential reinforcers (tangible, social, or activity-based). Conduct a Multiple Stimulus Without Replacement (MSWO) assessment. Record the order of selection.
Item 1
Item 2
Item 3
Item 4
Item 5
Round Remaining Array Chosen Item 1 1, 2, 3, 4, 5 2 Remaining from Round 1... 3 Remaining from Round 2... 4 Remaining from Round 3... 5 Remaining from Round 4...
Phase 2: The Studio Menu
Convert your assessment data into a menu. High-preference items (Round 1-2) should be the "Premium Rewards" while lower-preference items can be "Quick Access" rewards.
Premium Rewards (Entrees)
Requires high effort or sustained goal meeting.
Quick Access (Appetizers)
Small rewards for immediate success.
Reinforcer Check
A Technical Gut Check:
"If the student consistently chooses 'Item A' during the assessment, but their behavior doesn't change after you implement it in the contract, what should you do?"
Cost-Benefit
Does the reward value match the effort of the behavior change?
Satiation
Are they getting too much of this reward elsewhere?
Feasibility
Is this reward something you can actually deliver consistently?
Precision Blueprint Slides Lesson 03
Drafting SMART Behavioral Goals
The Precision Blueprint
Writing Specific, Measurable, and Achievable Contract Clauses
Hook: The "Bad Goal" Trap
The Clause:
"The student will be respectful and try their best during math class."
Why does this fail?
• What does "respectful" look like?
• How do we measure "best"?
• Who decides when they've "tried"?
Vague goals lead to arguments .success .
The SMART Standard
S
Specific
Exact actions. No "good," "nice," or "ready."
M
Measurable
Can two people count it and get the same number?
A
Achievable
Can they do it right now with effort?
R
Relevant
Does it actually solve the problem we negotiated?
T
Time-bound
When does the "count" start and stop?
Anatomy of a Goal
WHO
The Student
WILL DO WHAT
Specific Behavior
HOW WELL
Criterion (Count/%)
UNDER WHAT CONDITIONS
Context/Time
"Leo will finish 3 or more task steps during the independent work block ."
Studio Challenge: Goal Repair
You are about to receive a list of "Broken Goals." Your job is to take the info from your negotiation notes and rewrite them into professional, SMART contract clauses.
No vague words.
Clear numbers.
Fair limits.
Goal Repair Workshop Worksheet Goal Repair Workshop
Technical Writing for Behavior Contracts
Lesson 03
Collaborative Contract Studio
Practitioner Name
Date
Workshop Instructions
Below are three "Broken Goals"—vague behavioral clauses that are prone to argument and failure. Your task is to "repair" them using the SMART framework and the anatomy provided in the slides. Use the details from your simulation student (Leo or Maya) if applicable, or invent specific criteria that make sense.
Broken Goal #1
"The student will be a good worker during independent time."
Problem: Subjective
Blueprint for Repair:
WHO
BEHAVIOR (What)
CRITERION (How well)
CONDITION (When)
Final Repaired Clause:
Broken Goal #2
"The student will respect others' personal space and keep their hands to themselves."
Problem: Not Measurable
Blueprint for Repair:
WHO
BEHAVIOR (What)
CRITERION (How well)
CONDITION (When)
Final Repaired Clause:
Broken Goal #3
"The student will not get angry when they lose a game."
Problem: Negative Focus
Practitioner Tip
Behavior contracts should focus on the replacement behavior (what to do) rather than the suppression of the old behavior (what not to do).
Blueprint for Repair:
WHO
BEHAVIOR (What)
CRITERION (How well)
CONDITION (When)
Final Repaired Clause:
Logic of the Loop Slides Lesson 04
Defining the Contingencies
The If-Then Logic
Building Robust Contingencies & Eliminating Contract Ambiguity
Hook: The Ambiguity Game
The Clause:
"If the student finishes their work, they get extra computer time."
Spot the Loophole:
What does "finishes" mean? (Quality? Effort?)
How much "extra time"? (5 mins? 60?)
When do they get it? (Immediately? Friday?)
Who decides it's done?
The "Who, What, When, How"
THE WHO
Exactly who monitors the behavior and who delivers the reward? Is it the same person?
THE WHAT
The specific quantity/duration of the reinforcer. (e.g., "15 minutes of Sketchpad time").
THE WHEN
The latency between behavior and reward. Does it happen at 2:00 PM or the next morning?
THE HOW
How is the progress recorded? A check-sheet? A token board? A digital tracker?
Schedules of Delivery
Continuous (CRF)
Reward is given every single time the behavior occurs.
Best for:
Teaching a brand new skill or high-intensity behavior change.
Intermittent (INT)
Reward is given some of the time (ratios or intervals).
Best for:
Maintaining a skill over time and building "behavioral grit."
"Start continuous, fade to intermittent."
Avoid the "Contract Dispute"
If a student does 90% of the work, do they get 90% of the reward? Or 0%?
Ambiguity is the enemy of rapport. Define the partial-success rules before the ink is dry.
Workshop Goal: Define the "If-Then" logic for your draft with zero room for interpretation.
Contingency Builder Worksheet Contingency Builder
Defining the "If-Then" Logic and Schedules
Lesson 04
Collaborative Contract Studio
Practitioner Name
Date
Phase 1: Loophole Hunting
Analyze the "Broken Contingency" below. Identify three specific points of ambiguity that could lead to a dispute between the student and the teacher.
The Broken Clause:
"If the student is helpful to others, they can choose a reward from the basket on Friday afternoon."
1
2
3
Phase 2: Technical Definition
Using your SMART goal from Lesson 03, define the exact mechanics of how the reward will be earned and delivered.
Monitoring & Delivery (WHO)
Who records the behavior? Who gives the reward?
Schedule (WHEN)
Is it continuous or intermittent? What is the specific timing?
Quantity/Duration (WHAT)
The exact "cost" and "payout." (e.g., 5 tokens = 15 mins game time)
The Dispute Clause (EXCEPTIONS)
What happens if the student gets 80%? What if the teacher is absent?
Logic Flowchart
Target Behavior Occurs
Record: How/Where?
Reward Given: When/By Whom?
Contract Loop Complete
The Final Polish Slides Lesson 05
Finalizing the Document
The Final Polish
Assembling, Reviewing, and Perfecting the Behavioral Contract
Approved
Hook: Gallery Walk
Walk around the room and look at the "Draft Layouts" on each table.
Look for:
Is it easy to read?
Does it look professional?
Is the student's name prominent?
Which design would YOU want to sign?
Document Assembly
The Core Sections
Header (Names & Dates)
The Behavioral Goal (SMART)
The Reinforcement Menu
The Contingency Clause
The Golden Rule
"If a stranger picks up this contract, they should be able to implement it perfectly without asking you a single question."
The Peer Review
1. Precision Audit
Is there any vague language? Could a student find a loophole?
2. Tone Check
Does it sound supportive and collaborative, or punitive?
3. Feasibility
Can a teacher realistically manage this in a busy classroom?
Ready for Implementation
A behavior contract is a living document. It requires integrity (doing what we said we'd do) and flexibility (changing it if it isn't working).
Final Step: Complete your Professional Portfolio Copy.
Behavior Contract Template Behavioral Studio Contract
Professional Collaborative Agreement
Official Document
Student Practitioner
Student Learner
Effective Date
Review Date
Section I: Behavioral Objective
Draft the SMART goal negotiated during Lesson 03. Ensure it includes WHO, WILL DO WHAT, HOW WELL, and UNDER WHAT CONDITIONS.
Section II: Reinforcement Contingency
The Earned Reward
Specify item/time duration...
The Delivery Logic (If-Then)
Specify timing, who delivers, and recording method...
"We agree to the terms above and commit to working together with mutual respect."
Student Signature
Practitioner Signature
