In contrast to contingent reinforcement, non-contingent reinforcement (NCR) provides the student with the reinforcer that is maintaining an inappropriate behaviour independent of his/her performance of the behaviour. The aim is that by providing the reinforcement at other times, the student will not seek the reinforcer (such as adult attention) by using inappropriate behaviours.
Evidence
Non-contingent reinforcement is a well-established intervention, based on systematic reviews of single case experimental design studies.
Using the strategy
Steps involved in using non-contingent reinforcement include:
- identify the reinforcer that is maintaining the student's behaviour of concern
- determine a schedule for presentation of the reinforcer. The reinforcer will need to be delivered more frequently than the occurrence of the behaviour of concern. The idea is for that behaviour to become redundant, as it is no longer as effective in accessing the reinforcer
- provide the non-contingent reinforcement according to the schedule regardless of what the student is doing
- once the behaviour occurs less frequently, gradually reduce the number of times per hour the student receives the reinforcement. Educators and other adults will need to be aware of students using new behaviours with different functions and adjust the schedule of reinforcement appropriately
- as far as possible, the behaviour of concern is not given attention
- NCR is often used together with
differential reinforcement.
Escape/avoid social situation with adult
May be difficult to implement for this function.
Escape/avoid social situation with child
May be difficult to implement for this function.
Escape/avoid stimulation or sensation
May be difficult to implement for this function.
Escape/avoid item or activity
Students with behaviours of concern related to avoiding or escaping tasks or activities may benefit from non-contingent reinforcement in the form of regular breaks in activities. See the
scheduled breaks factsheet.
Obtain/get stimulation or sensation
Students with behaviours of concern related to obtaining sensory experiences may benefit from non-contingent reinforcement by providing access to preferred sensory items according to a predetermined schedule. This may involve allowing the student movement breaks, access to items in another part of the room or access to preferred objects to meet various sensory needs.
Obtain/get item or activity
Students with behaviours of concern related to obtaining items or activities may benefit from non-contingent reinforcement by providing access to preferred items according to a predetermined schedule. This may involve allowing the student to access preferred items or activities on a regular basis throughout the school day. It is important to remember that in this strategy, the access to activities is not contingent on finishing work or other activities but is provided based on a timer. Teachers will need to determine if this is appropriate to the student, the setting and the behaviour of concern.
Obtain/get social situation with adult
Students with behaviours of concern related to obtaining adult attention may benefit from non-contingent reinforcement in the form of regular positive attention. See the
non-contingent positive attention factsheet.
Obtain/get social situation with child
May be difficult to implement for this function as it would require significant peer training and supervision.
Age group
Non-contingent reinforcement can be used across the following age groups, with appropriate adjustments for age and ability:
- preschool
- P–2
- 3–6
- high school.
Learn more
Related factsheets