Whenever your student encounters a frustrating school assignment, challenging peer interaction, or a disappointing outcome after a game of kickball you are their “go-to” adult. It is an incredible responsibility, and it can be hard to navigate the ups and downs of the school day. Learn more.

<p>
  The role of Behavior Intervention Implementer (BII) can be very challenging. 
  Many people refer to BIIs as a “shadow”. Whenever your student encounters a 
  frustrating school assignment, challenging peer interaction, or a disappointing 
  outcome after a game of kickball you are their “go-to” adult. It is an incredible 
  responsibility, and it can be hard to navigate the ups and downs of the school day. 
  In an effort to make the day a little easier, we recommend giving non-contingent 
  reinforcement a try!

</p>
 
<h3> What is Non-Contingent Reinforcement? </h3>
<p> Non-Contingent Reinforcement (NCR) entails the delivery of a preferred 
  item or activity on a fixed interval regardless of the student’s behavior. 
  NCR can often take the form of regularly scheduled breaks every 20-30 minutes, 
  or the delivery of verbal praise every 15 minutes (Mayer, et al., 2014).
</p>

<h3> How can we use NCR in the classroom?</h3>
<ul>
  <li><i>Movement/Sensory Breaks –</i> Movement and sensory breaks are excellent 
  ways to help students release pent-up energy, as well as give their brains a break! 
  This strategy is particularly useful for students who require sensory regulation 
  through movement. Prompt your student to get out of their seat every so often to 
  allow their body to move and stretch.
  </li>
  <li><i> Music –</i> Providing non-contingent music is beneficial in multiple ways. 
  Not only does it help students maintain their focus, but it also reduces disruptive, 
  interfering behaviors, this in turn helps other students maintain their focus 
  (Saylor et al., 2012).
  </li>
  <li><i>Temporary Removal of Assignments / “Brain Breaks” –</i> 
  Non-contingent escape is a vital part of every classroom. We recommend using this strategy 
  when a student easily becomes overwhelmed by the amount of work that must be completed 
  in class (Waller and Higbee, 2010).
  </li>
  <li><i> Sensory Toys –</i> Non-contingent access to sensory toys 
  (e.g., fidget spinners, putty, etc.) has grown in popularity over the years. 
  Similar to non-contingent music, sensory toys can improve focus and reduce disruptive 
  interfering behaviors (Vollmer et al., 1994). These toys should be given freely, 
  regardless of the perceived desired or undesired behavior of the student. 
    </li>
</ul>

<h3> Troubleshooting</h3>
<ul>
  <li> It is always highly recommended that you consult with a Board-Certified 
    Behavior Analyst (BCBA) when unexpected challenges occur. A competent BCBA 
    has acquired the knowledge and skill-set necessary to create individualized 
    treatment plans. However, sometimes unexpected challenges arise when there is 
    no BCBA around, and in those moments, it’s important for BIIs to know how you 
    can problem-solve independently. Always remember to relay information to the 
    BCBA supervising you!
       <ul>
          <li>Try shortening the fixed interval and give the student more frequent NCR. (Wallace et al., 2012) </li>
          <li> Confirm that the non-contingent item/activity used is truly preferred.
          <ul>
              <li>	Conduct a preference assessment. <a href="https://youtu.be/s6imDTKvvFQ?feature=shared" target="_blank">Click here</a> 
              to view a video demonstration 
                on the implementation of preference assessments.</li>
              <li>You can always ask the student! Many students have the vocal repertoire to 
                tell you all about their 
                preferences. It’s important to remember that non-vocal students are also very 
                communicative through augmentative and alternative communication (AAC) devices 
                or gestures.</li>
              <li>	Observe what the student chooses to interact with, you may find a perfect 
                item for NCR. </li>
              <li> Observe the student’s reaction when you deliver the item. If the 
                student begins to smile or laugh, then it’s most likely preferred. 
                If the student appears disinterested, it’s time to find alternative 
                items for NCR.
              </li>
          </ul>
          </li>
       </ul>
  </li>
          <li> Try matching the preferred non-contingent item/activity to the 
            <a href="https://behavioranalyststudy.com/the-4-functions-of-behavior/" target="_blank">function</a> 
            of the student’s interfering behavior.
          </li>
       </ul>
       </br>

<p> When implemented consistently and accurately, NCR is an incredibly useful tool in the school setting. Although NCR may initially feel like more work than contingent reinforcement, NCR is a relatively simple intervention to utilize, and once the routine is established it’s fairly easy to implement. Give it a try and see how helpful proactive strategies like NCR can be!</p>
<p><i>Note: BIIs should only implement NCR if the procedure is written in the student’s 
  Behavior Intervention Plan (BIP). BIIs are responsible for consulting with their 
  supervising BCBA / Behavior Intervention Developer (BID) to ensure accurate and 
  efficient implementation of the procedure. </i> 
</p>

<h5> Written by BID Joanna Fletcher</h5>
<h4> References</h4>
<p>Mayer, G.R., Sulzer-Azaroff, B., Wallace, M. (2014). Behavior analysis for lasting change.</br>
        	New York: Sloan Publishing.</br>
Saylor, S., Sidener, T.M., Reeve, S.A. (2012). Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 45(1), 185-190.</br>
Vollmer, T.R., Marcus, B.A., LeBlanc, L. (1994). Treatment of self-injury and hand mouthing following inconclusive functional analyses. Journal of Applied Behavior Analysis, 47(2), 331-334.</br>
Wallace, M.D., Iwata, B.A., Hanley, G.P., Thompson, R.H., Roscoe, E.M. (2012). Noncontingent reinforcement: A further examination of schedule effects during treatment. Journal of Applied Behavior Analysis, 45(4), 709-719.</br>
Waller, R.D., & Higbee, T.S. (2010). The effect of fixed-time escape on inappropriate and appropriate classroom behavior. Journal of Applied Behavior Analysis, 43(1), 149-153.</br>
</p>



Non-Contingent Reinforcement: A Game-Changer for Behavior Interventionists

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