What is the procedure?
By definition Noncontingent Escape (NCE) is a treatment option for escape-sustained problem behavior. This procedure is usually enforced within a limited time to break the link between the undesired behavior and the availability of the escape option (Cipani & Schock, 2011). This is implemented by eradicating the trigger that promotes the occurrence of the undesired behavior. Unlike other replacement functions such as Tolerance Training options, NCE does not introduce new replacement behaviors, but instead, it alters the level of occurrence of the problem behavior by removing the triggers of the undesired behavior.
NCE promotes the occurrence of the undesired behavior for a fixed time to establish a rate in the target behavior occurrence (Cipani & Schock, 2011). For instance, a student dislikes solving algebra in their math class, and many times they need to be excused from that class. If their request is declined, the student results in making noise in the class. In such a case, I will encourage the student to try and solve the question for a set time. Then, I will encourage them to take a break. With time, the student will learn tolerance, which is a crucial thing in NCE, and this will reduce the noise making.
How to use the Noncontingent Escape procedure?
NCE is a strategically efficient method of reducing problem behavior. This procedure reduces the chances of the client’s escape from the target behavior. Before the application of this procedure, it is essential to consider the time frame in which the negative reinforcer, such as the denial of exit from an instructional activity is implemented, so that the targeted behavior can be enforced (Cipani & Schock, 2011).
This procedure is more efficient in an instructional setting since it requires less supervision. The implementation of the NCE should continually follow the Fixed-Time (FT) intervals.
The instruments to be used may include an interval recording form that assesses the frequency of the occurrence of the observed behaviors. Also, a timer is important because it signals the observer, the time-breaks. Simply put, the application of the NCE procedure is as easy as; first, calculating the escape interval by determining the baseline of the participant’s involved. Then, identifying the conditions that target behavior will be exposed to and their implication.
Finally, applying the time escape schedule by eradicating the negative reinforcer when the fixed time of escape elapses is vital. This procedure should be repeated for some days to determine and record the changes. If the targeted behavior is finally achieved, the NCE procedure is implemented slowly by fading or thinning the reinforcement of escape to allow the target behavior to become prevalent.
One specific example of Noncontingent Escape
I met Tim, a 12-year-old in a private school where I was to conduct a research in ABA. Tim had autism and occasionally engaged in self-injurious behaviors (SIB) such as self-cutting when reprimanded. SIB occurred most during Math’s class. Although he was among the smartest students in his class, he disliked algebra and Geometry. During the 30 minutes of the Math class, he would engage in disruptive behaviors that would become violent and resistant to help.
During this time, he preferred singing in the school hall instead of solving sums. As a first-timer back then, I was skeptical about my options in eliminating this problem behavior. However, my instructor, a highly profound therapist, advised on the Noncontingent Escape method.
The process was simple, and it is also used in lessening SIB. Thus, I bought his idea. My plan was to utilize the functional communication training to encourage Tim to accept that Algebra and Geometry as exciting and tolerable. Also, I envisioned a time when he would sit in class for 30 minutes without excusing himself.
How
I drafted a baseline of 20 minutes of a mathematics lesson, after which he would get the 10 minutes break. He was resistant to this type of arrangement since he perceived the topics as complicated and tedious. I felt that beyond the problematic behavior, he could also have Math anxiety. I took the step under my supervisor’s counsel to encourage Tim that he was capable because most students fear Math due to the feeling of inadequacy.
He felt ready to try solving the questions, and this is when our NCE sessions began. I set the timer with a 20-minute baseline mark. I told Tim that if he tried working on the sums for 20minutes consecutively, I would allow him to have a 10-minute break. After 20 minutes of him solving the questions, he was given 10 minutes of free time to relax.
This free time acted as a reinforcer since he would break from the environment that triggered the problem behavior. Tim began understanding the positive reinforcer (free 10 minutes), and with time he got used to this setting. I increased the duration of the set timer with additional 2 minutes each day.
For instance, the first time he solved his mathematics for 22minutes, then 24 minutes, and so on. A time when he settled on solving his algebra for 26 minutes, I began thinning the timer. Soon he only had a 1-minute break. The following week he gained the mastery of staying in class for 30 minutes without any escape strategy. His SIB consequently reduced.
References
Cipani, E., & Schock, K. M. (2011). Functional Behavioral Assessment, Diagnosis, And Treatment: A Complete System For Education And Mental Health Settings. New York:Springer Publishing Company, LLC.