Contingencies in Educational Settings

Description of Strategies

Contingencies describe the “if-then” relationship between a behavior (B), an environmental antecedent condition (A), and a consequence (C). For example, during independent seatwork (A), a student leaves his [Page 1236]seat without permission (B), and the teacher yells at the student (C). Provided that the yelling was delivered because the student left his seat, a contingent relationship exists between the behavior and the consequence.

Contingencies often are described by their effect on the behavior reoccurring in the future and the effect the behavior has on the environment. If the contingency increases the probability of the behavior recurring under similar conditions, then it functions as reinforcement. If the contingency decreases the recurrence of the behavior, it functions as punishment. If a stimulus is delivered contingent on a behavior, a positive contingency has been established. If a stimulus is removed contingent on a behavior, a negative contingency has been established. Thus, four types of contingencies are possible: positive reinforcement, negative reinforcement, positive punishment, and negative punishment.

Positive reinforcement occurs when a stimulus is delivered contingent on a behavior and the probability is increased that a similar behavior will recur in the future during similar conditions. For example, a teacher may ask a question (A), a student may raise her hand and provide a good answer (B), and the teacher may praise the student for providing the good answer (C). Negative reinforcement occurs when a stimulus is removed contingent on a behavior, and the probability is increased that a similar behavior will recur in the future under similar situations. For example, a teacher may remove a homework assignment (C) that was previously assigned (A) contingent upon an entire class doing well on an exam (B).

Positive punishment (also often referred to as punishment) is defined as the delivery of a stimulus contingent on a behavior, and the probability is decreased that the behavior will recur in the future under similar antecedent conditions. An example would be a student who is given an assignment (A) but merely sits at his desk and does not do the assignment (B). The teacher may give the student an F on the assignment (C). With negative punishment, a stimulus is removed contingent on a behavior, and the probability is decreased that the behavior will recur in the future under similar conditions. For example, when the student cheats (B) during a test (A), the teacher removes his opportunity to go to recess (C).

Research Basis

Contingencies are operating in every classroom, and in many instances, educators do not intentionally control these contingencies. The research basis related to contingency management in educational settings is extensive. Researchers have shown how contingency management procedures can be used to alter a variety of student behaviors, including academic performance and prosocial, aggressive, and repetitive behaviors. Additionally, contingency management procedures have been successfully applied across educational settings (e.g., classroom, playground, bus), levels (elementary, middle, high, and college), and students (e.g., students without disabilities, students with mental retardation, students with ADHD, students with autism).

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