Translated from the Portuguese original. Read the original (Português)
Negative reinforcement strengthens a behavior because, right after it, something unpleasant is removed, reduced, or avoided. Despite the name, it is not punishment: like all reinforcement, it makes the behavior more likely to happen again. The “negative” simply indicates the subtraction of a stimulus — not something “bad.” It is what explains buckling your seatbelt to make the car stop beeping, or taking medicine to make a pain go away.
In Applied Behavior Analysis (Cooper, Heron & Heward), negative reinforcement is the contingency in which the removal, reduction, or postponement of an aversive stimulus, immediately after a response, increases the future frequency of that response. In both positive and negative reinforcement the behavior increases; what changes is whether a stimulus is added (positive) or removed (negative).
“Negative” does not mean “bad”
The word negative here works like it does in math: it means subtraction — taking something away. It has nothing to do with being unpleasant or with punishment. The sign simply indicates the direction of the consequence: in positive reinforcement, something is added to the environment (praise, a toy); in negative reinforcement, something is removed (a noise that stops, a pain that goes away).
And both are reinforcement: by definition, reinforcement always strengthens the behavior that produced it. If the frequency of the response does not increase, there was no reinforcement — whether positive or negative.
Two forms: escape and avoidance
Negative reinforcement shows up in two ways, depending on the timing of the aversive stimulus. Explore each one:
Escape — ending something that is already happening
The aversive stimulus is already present and the response ends it. Example: you have a headache (aversive stimulus present) and you take a painkiller; the pain goes away. Taking the medicine was negatively reinforced — and the next time it hurts, you tend to do the same thing.
Avoidance — preventing something from happening
The response prevents or delays an aversive stimulus that has not yet arrived. Example: you leave home earlier to avoid traffic. The traffic jam never even happened, but the behavior of leaving early is strengthened because it prevents the aversive stimulus.
Tap the cards to see everyday examples — and what was removed in each one:
The most common mistake: confusing it with punishmentNegative reinforcement is not punishment. Punishment decreases a behavior; reinforcement — positive or negative — increases it. They are opposite effects. What causes the confusion is the word “negative,” which only indicates the removal of a stimulus, not something bad.
Why this matters in practice
Recognizing negative reinforcement helps explain many everyday behaviors and behaviors seen in clinical settings. Much of challenging behavior is maintained by escape: a child who throws a tantrum or becomes agitated when faced with a difficult task may, by doing so, be escaping the task. If the activity is removed when the behavior appears, the behavior is negatively reinforced — and tends to repeat.
That is why figuring out the function of the behavior (why it happens) comes before deciding what to do. See the entries on challenging behaviors and positive reinforcement.
An everyday trapWhen an adult gives in to a tantrum just to make the crying stop, the child's crying decreases right away — and giving in, for the adult, was negatively reinforced. Without realizing it, this can teach the child that tantrums “work.” Understanding this mechanism is the first step toward changing it with positive, ethical strategies.
Test your understanding
Quick quiz
Three questions to reinforce the concept. You'll see the explanation right away.
Further reading
- Cooper, J. O.; Heron, T. E.; Heward, W. L. Applied Behavior Analysis. 3rd ed., 2020 — chapter on negative reinforcement.
- Skinner, B. F. Ciência e Comportamento Humano. 1953.
- Iwata, B. A. et al. "Toward a functional analysis of self-injury". Journal of Applied Behavior Analysis, 27(2), 1994 (reprint of the original 1982 study) — on behaviors maintained by escape.
- Catania, A. C. Aprendizagem: Comportamento, Linguagem e Cognição. 4th ed.
This entry is educational and does not replace assessment, diagnosis or treatment by a qualified health professional. Every person is unique — for a specific case, seek individual guidance.