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Noncontingent Reinforcement
Description of the Strategy
In recent years, researchers have demonstrated that undesired operant behaviors exhibited by people with developmental disabilities can be reduced by delivering the reinforcer for those behaviors under purely timebased (usually fixed-time) schedules. Such schedules often are referred to as noncontingent reinforcement (NCR), although that description is inaccurate, as discussed below, under “Complications.” Using NCR typically involves three steps, described as follows.
Step 1: Functional assessment
Initially, a functional assessment should be conducted to identify the reinforcer(s) for the problem behavior. Depending on the time and resources available, the reinforcer(s) can be isolated by direct observation, interviews with knowledgeable caregivers, or experimental functional analysis in which the target behavior is measured under different experimental conditions. In most published ...
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- Reinforcement
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- Shadowing
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- Positive Practice
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- Transfer of Stimulus Control
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- Error Correction
- Errorless Learning
- Extinction
- Fading
- Functional Communication Training
- General Case Programming
- Incidental Teaching
- Learned Helplessness
- Long-Term Objectives
- Mainstreaming
- Mastery Learning
- Negative Reinforcement
- Noncontingent Reinforcement as a Treatment for Problem Behavior in the Classroom
- Operant Conditioning
- Opportunity to Respond
- Pacing
- Peer Tutoring
- Pivotal Response Training
- Positive Peer Reporting
- Positive Reinforcement
- Precision Teaching
- Precorrection
- Preference and Reinforcer Identification
- Premack Principle
- Programmed Instruction
- Prompting
- Schedules of Reinforcement
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- Acquisition
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- Functional Relation
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- Preventing Escalated Behavior: Strategies for Defusing Problem Behavior
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- Punishment
- Response Class Theory
- Response Cost
- Rule-Governed Behavior
- Rules
- Satiation
- Setting Event
- Social Competence
- Stimulus Control
- Systems of Care
- Testable Hypothesis
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