Noncontingent Reinforcement as a Treatment for Problem Behavior in the Classroom

Noncontingent reinforcement (NCR) involves the presentation of reinforcers on a time-based schedule, such as either a fixed time (FT) or variable time (VT) schedule. The FT schedule involves presenting reinforcers at set points in time (e.g., once every 5 minutes). The VT schedule is similar to FT, but the reinforcer delivery varies around some average (e.g., once every 5 minutes on average). Because reinforcers are delivered based on time, reinforcers are delivered independent of behavior (i.e., no specific target behavior needs to occur). Time-based schedules have commonly been used to reduce the frequency of behavior problems in a variety of settings, including educational settings.

It has been widely demonstrated that many problem behaviors are maintained by reinforcement (such [Page 1399]as attention from teachers, escape from instruction). When reinforcers are delivered independent of behavior, as in NCR, there is no longer a contingency between problem behavior and the reinforcer. As a result, problem behavior decreases. For example, if a student's off-task behavior (e.g., tearing paper, breaking pencils) is reinforced by teacher attention, the teacher may provide attention once every 5 minutes on a schedule, instead of providing attention following off-task behavior. Because attention is available to the student frequently and independent of behavior, the motivation to engage in attention-maintained problem behavior is reduced.

The NCR procedure may be associated with fewer difficulties when compared to other behavioral procedures, such as differential reinforcement and extinction. For example, some differential reinforcement procedures require continuous monitoring of behavior; NCR does not. Extinction sometimes produces a “burst” of problem behavior; NCR usually does not.

Treatments based on NCR seem to work best when the teacher or practitioner already knows which reinforcers maintain problem behavior. Those reinforcers can then be presented on a time schedule rather than contingent on behavior. Various assessment procedures, such as functional analysis and descriptive analysis, can be used to get a good idea of what these reinforcers might be. Most commonly, problem behavior in the classroom is reinforced by teacher attention (even in the form of reprimands), peer attention, access to preferred materials (e.g., a computer game or a toy), or escape from instructional activity. Once identified, the reinforcer is then presented noncontingently on a time schedule.

Initially, the reinforcer may be presented continuously (e.g., continuous access to attention, escape, or tangible items). This method may be beneficial for individuals engaging in high-intensity problem behavior (e.g., severe aggression), as continuous noncontingent reinforcement typically results in an immediate suppression of behavior.

A second method of NCR involves presentation of a potent reinforcer during the situations in which the target behavior is frequently observed. For example, if disruptive behavior typically occurs during instructional activities, preferred edible items may be presented continuously during the instructional activity to reduce the aversiveness of the activity.

Continuous access to reinforcement may not be possible, especially for teachers. Therefore, the delivery of reinforcement is typically thinned systematically to a more manageable schedule. Typically, the schedule is thinned in increments, such as in 10-second units, until the desired schedule is reached (e.g., FT 5 minutes). Levels of the target behavior should be carefully monitored to ensure that the schedule is not thinned too quickly.

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