Combining noncontingent reinforcement and differential reinforcement schedules as treatment for aberrant behavior.

The team worked with three children who had developmental delays. Each child showed problem behavior that got worse when adults withheld toys or attention.

The researchers set up two parts. First, they gave free toys on a fixed schedule (NCR). Second, they layered on a teaching plan (DRA) that rewarded the kids for asking nicely with words or signs.

They tracked both the problem behavior and the new requests, called mands, across sessions.

Problem behavior stayed low while the children learned to ask for items. All three kids quickly used more mands once DRA was added.

The free toys did not block learning. In fact, the calm setting helped the teaching work faster.

Dawson et al. (2000) later showed that one toy gets boring within thirty minutes. Rotating or offering several sets keeps NCR strong. You can borrow their rotation trick to keep the NCR part fresh while you run DRA.

Cohen et al. (1990) found that DRO alone failed to cut severe self-injury in adults; they had to add a brief physical time-out. Our 1996 study flips the script: no punishment was needed—just add DRA on top of NCR.

Rojahn et al. (2012) paired matched toys with response interruption to lower vocal stereotypy and boost good speech. Their combo mirrors our NCR-plus-DRA package, showing the same two-part logic works for different vocal goals.

You no longer have to choose between keeping kids calm and teaching them to ask. Run NCR to turn down problem behavior, then superimpose DRA to grow mands. Start with a few favorite items on a fixed timer and immediately reinforce any clear request. You get low rates of problem behavior plus new communication in the same session.