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Noncontingent Reinforcement in After-School Settings to Decrease Classroom Disruptive Behavior for Students with
Christina R Noel1, Yvette Q Getch2
1Department of Special Education, Western Kentucky University, Gary Ransdell Hall 1081, Bowling Green, KY 43402 USA.
Behavior Analysis in Practice
|September 14, 2016
Summary
Noncontingent reinforcement (NCR) effectively reduced problem behaviors in two students with autism spectrum disorder (ASD). This low-effort intervention is practical for various settings and providers.
Area of Science:
- Behavior Analysis
- Applied Behavior Analysis
- Autism Spectrum Disorder Research
Background:
- Noncontingent reinforcement (NCR) involves response-independent delivery of reinforcers.
- Problem behaviors in individuals with autism spectrum disorder (ASD) often require effective interventions.
- Previous research supports NCR's utility in reducing challenging behaviors and its applicability with diverse populations.
Purpose of the Study:
- To evaluate the effectiveness of Noncontingent Reinforcement (NCR) in reducing problem behavior in students with ASD.
- To assess the feasibility of NCR implementation by preservice education majors.
- To measure training time and procedural fidelity in the application of NCR.
Main Methods:
- Two preservice education majors implemented NCR procedures for two students diagnosed with ASD.
- Participants exhibited problem behaviors within an after-school program setting.
- Training duration and procedural fidelity were systematically recorded, and the impact on problem behavior was analyzed.
Main Results:
- Noncontingent reinforcement (NCR) significantly reduced problem behavior in both participating students with ASD.
- The implementation of NCR was found to be a low-effort procedure for staff.
- High procedural fidelity was maintained by the preservice education majors.
Conclusions:
- Noncontingent reinforcement (NCR) is an effective and low-effort intervention for reducing problem behaviors in individuals with ASD.
- NCR can be successfully implemented by individuals without extensive behavioral training, facilitating collaboration.
- This procedure is versatile and can be used as an initial intervention or in conjunction with other professional support.
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