Contingency Maps

A behaviour Contingency Map is a strategy that uses

visual pathways to illustrate to a student the
consequences of their actions. Contingency Maps are
written with behavioural principles in mind – that is
Antecedent, Behaviour and Consequence. Along the
green pathway, the student sees options for obtaining
the desired consequence through acceptable or
“expected” actions. Along the red pathway, the student
sees how their “unexpected” actions lead to less
desirable consequences.

Three key ideas regarding Contingency Maps:

Individualized for Improves social
Visual support
student understanding

Check out this video

for a quick
explanation of
Contingency Maps.

How to successfully support Contingency Maps?

Develop with the Follow through Positive

Role play the Use with Use pictures
student where Review often with natural Behaviour
pathways Social Stories and/or words
possible consequences Support

Steps to implementation

Be specific as you determine the behaviour that will be addressed. Make sure it is something that the
student can change. Consider other influencing factors such as sensory overload or task difficulty.
1 Define the
behaviour Behaviours resulting from these challenges will not be best addressed through contingency maps. Collect
baseline data so that you can measure change and effectiveness of the supports in place.

What happens following the behaviour that is sustaining it? Is the student avoiding or gaining something?
2 Determine the
function
The answers to these questions will help us to understand the function of the behaviour and develop
replacement behaviours that fulfill this same function in a more acceptable way.

Determine whether your student needs pictures and/or written words on the contingency map. Then walk
3 Create the
visuals
through the steps. What is the “trigger”? What are the desired and non-desired behaviours? What are the
consequences (preferred and non-preferred.)

We cannot expect that the student will understand the contingency map right away. Using Social Stories
4 Teach along with the contingency map can be very helpful. Along with this, role play the pathways so that the
student understands what will happen.

Make sure to reinforce the expected behaviours with the consequence outlined on the contingency
map. It is best if this reinforcement is natural and connected to the acceptable behaviour (i.e., student
5 Reinforce raises hand and teacher then answers their hand) rather than unrelated (i.e., get a candy.) Equally
important is the naturally occurring consequence for the unexpected behaviour (i.e., the teacher calls on
someone else who has their hand up.)

Take data on the frequency of the behaviour. If over time, the frequency does not decrease, then we
6 Assess and
fade
may need to revisit the function of the behaviour or review whether we are implementing the
consequences with fidelity.