Title

A Comparison of Noncontingent Plus Contingent Reinforcement to Contingent Reinforcement Along on Students' Academic Performance

Authors

Carlos J. Panahon, Minnesota State University - MankatoFollow
Brian K. Martens, Syracuse University

Document Type

Article

Publication Date

3-2013

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.

Department

Psychology

Publication Title

Journal of Behavioral Education

Recommended Citation

Panahon, C.J. & Martens, B.K. (2013). A Comparison of Noncontingent Plus Contingent Reinforcement to Contingent Reinforcement Along on Students' Academic Performance. Journal of Behavioral Education, 22(1), 37-49. doi: 10.1007/s10864-012-9157-x

DOI

10.1007/s10864-012-9157-x

Link to Publisher Version (DOI)

https://doi.org/10.1007/s10864-012-9157-x

Publisher's Copyright and Source

Copyright © 2013 Springer. Article published by Springer in Journal of Behavioral Education, volume 22, issue number 1, March 2013, pages 37-49. Available online on May 31, 2012:
https://doi.org/10.1007/s10864-012-9157-x