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ERIC Number: EJ1179844
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Noncontingent Reinforcement: Enriching the Classroom Environment to Reduce Problem Behaviors
Coy, Justin N.; Kostewicz, Douglas E.
TEACHING Exceptional Children, v50 n5 p301-309 May-Jun 2018
Commonly used in research settings, noncontingent reinforcement (NCR) is a function-based intervention for decreasing challenging behaviors (Carr, Severtson, & Lepper, 2009). Function-based interventions effectively change behavior through detailed analysis of why the behavior occurs (Lane, Kalberg, & Shepcaro, 2009). Practitioners implementing NCR provide a known reinforcer (e.g., preferred item, teacher attention) to the student at predetermined intervals, regardless of the students' behavior (Panahon & Martens, 2013). At the same time, the practitioner withholds reinforcing the target, undesirable behavior (Alberto & Troutman, 2013). This combination reduces the students' motivation to engage in the inappropriate behavior (Alberto & Troutman, 2013). NCR is effective for addressing relatively minor (e.g., disruption, inappropriate speech, stereotypy) and more serious challenging behaviors (e.g., aggression); therefore, it is considered an excellent intervention strategy for teachers (Richman et al., 2015). Following clinical implementation guidelines and considerations (e.g., Tucker, Sigafoos, & Bushell, 1998), this article outlines the five steps to implementing NCR in the classroom: (1) establish context; (2) identify potential reinforcers; (3) deliver reinforcers; (4) finalize the plan; and (5) implement and assess.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A