Noncontingent Reinforcement in After-School Settings to Decrease Classroom Disruptive Behavior for Students with Autism Spectrum Disorder.
Noncontingent reinforcement (NCR) is the response-independent delivery of a reinforcer (Vollmer, Iwata, Zarcone, Smith, and Mazaleski in Journal of Applied Behavior Analysis 26: 9-21 1993). Two staff members (preservice education majors) implemented NCR procedures for two students with autism spectrum disorder (ASD) who exhibited problem behavior and attended an after-school program. The amount of training on NCR and procedural fidelity was measured for each staff member, and the effects of the treatment on problem behavior were evaluated. Results indicate NCR is a low-effort procedure that reduced problem behavior of two participants with ASD. • NCR can both reduce problem behaviors of clients who engage in difficult behaviors (Carr, Severtson, & Lepper, 2009). • NCR can be used for clients for whom extinction-induced behaviors are dangerous (Tucker, Sigafoos, and Bushell in Behavior Modification, 22: 529-547, 1998). • Nonbehavioral providers can implement NCR with high fidelity, making it a good procedure to use when collaborating with other professionals (teachers, SLP, parents, etc.; Matson, 2009). • NCR can be used when clinicians first begin working with a client until more detailed interventions are created.
Department of Special Education, Western Kentucky University, Gary Ransdell Hall 1081, Bowling Green, KY 43402 USA.
Christina R
CR
Noel
Department of Diversity and Community Studies, Western Kentucky University, 255 Tate Page Hall, Bowling Green, KY 43402 USA.
Yvette Q
YQ
Getch
Autism Spectrum Disorders; Noncontingent reinforcement