Document Type

Article

Date

3-2013

Embargo Period

4-3-2014

Keywords

Noncontingent reinforcement, Contingent reinforcement, Reinforcement-based programs, Math problems

Disciplines

Psychology

Description/Abstract

Noncontingent reinforcement (NCR) can be described as time-based or response-independent delivery of stimuli with known reinforcing properties. Previous research has shown NCR to reduce problem behavior in individuals with developmental disabilities and to interfere with the acquisition of more desired alternative behavior. To date, however, little research has examined the effects of NCR on children’s academic performance. The present study examined the effects of NCR on the completion of math computation worksheets by 3 students in an elementary school setting. An ABCB reversal design was used to compare an NCR schedule in combination with contingent reinforcement to contingent reinforcement alone. Results showed that digits correct per session decreased to baseline levels for all 3 students during implementation of the NCR plus contingent reinforcement condition. Implications of these results for the reductive effects of NCR are discussed.

Additional Information

Copyright 2013 Journal of Behavioral Education. This article may be downloaded for personal use only. Any other use requires prior permission of the author and Journal of Behavioral Education.

The article may be found at

http://link.springer.com/article/10.1007%2Fs10864-012-9157-x

Source

local input

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

Included in

Psychology Commons

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