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Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in the response. Few investigations, however, have focused on vocal stereotypy. The current study examined the noncommunicative vocalizations of 4 children with an autism spectrum disorder. First, functional analyses were conducted in an attempt to identify the function of each child's behavior. For each of the participants, it was found that vocal stereotypy was likely not maintained by the social consequences. Following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. RIRD involved a teacher issuing a series of vocal demands the child readily complied with during regular academic programming. Vocal demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. For each child, RIRD produced levels of vocal stereotypy substantially lower than those observed in baseline. For 3 of the children, an increase in appropriate communication was also observed. The children's teachers were trained to implement RIRD. Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment. 相似文献
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Jessica J Love Caio F Miguel Jonathan K Fernand Jillian K LaBrie 《Journal of applied behavior analysis》2012,45(3):549-564
Stereotypy has been classified as repetitive behavior that does not serve any apparent function. Two procedures that have been found to reduce rates of vocal stereotypy effectively are response interruption and redirection (RIRD) and noncontingent access to matched stimulation (MS). The purpose of the current study was to evaluate the effects of RIRD alone, MS alone, and MS combined with RIRD. One participant's results suggested similar suppressive effects on vocal stereotypy across treatment conditions. For the second participant, a slightly greater suppression of stereotypy was associated with MS + RIRD. In addition, both participants emitted a greater frequency of appropriate vocalizations in conditions with RIRD. Data suggest that the addition of MS might facilitate the implementation of RIRD in applied settings. 相似文献
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Nicole M. DeRosa Matthew D. Novak Allison J. Morley Henry S. Roane 《Journal of applied behavior analysis》2019,52(4):1021-1033
Autism spectrum disorder (ASD) is marked by deficits in social communication and the presence of restrictive and/or repetitive behaviors or interests. Motor stereotypy is a form of repetitive behavior that is common in ASD. Response Interruption and Redirection (RIRD) and response blocking (RB) are two interventions found to be efficacious in reducing motor stereotypy. However, the current literature presents with inconsistencies regarding the relative efficacy of these two procedures. Thus, we sought to replicate and extend previous literature by evaluating the efficacy of both interventions on reducing motor stereotypy among 3 individuals with ASD. We also sought to evaluate how variations in data analysis affected the interpretation of treatment outcomes. Results indicated that both interventions were equally efficacious at reducing stereotypy when analyzing data exclusive of treatment‐implementation time. However, when analyzing total session time data, RB produced greater and more sustained reductions in stereotypy across all participants. These results emphasize the importance of data analysis decision‐making in evaluating intervention outcomes. 相似文献
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Cara Gibney Katrina J. Phillips Angela Arnold‐Saritepe Sarah Ann Taylor 《Behavioral Interventions》2020,35(1):114-130
Stereotypy is one of the core diagnostic features of autism spectrum disorder and warrants behavioral intervention when it negatively impacts the person's life. The aim of this study was to evaluate the effectiveness of noncontingent matched stimulation (NCR‐M) compared with response interruption redirection (RIRD) on reducing levels of vocal stereotypy in the natural environment. Interventions were compared using an alternating treatments design followed by generalization and maintenance phases, which utilized lay people as instructors. Results showed that both RIRD and NCR‐M resulted in a reduction in vocal stereotypy for three out of four participants within an educational setting. An increase in appropriate vocalizations was found for two out of four participants for both interventions. These results suggest that both NCR‐M and RIRD were effective in reducing levels of vocal stereotypy, yet their effects on appropriate communication remain undetermined. Social validity scores were obtained following the study, which demonstrated that both interventions were met with approval across a variety of measures. 相似文献
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Caio F Miguel Kathy Clark Lisa Tereshko William H Ahearn Jennifer Zarcone 《Journal of applied behavior analysis》2009,42(4):883-888
Although response interruption and redirection (RIRD) has been shown to be successful in reducing vocal stereotypy, recent reports have suggested that selective serotonin reuptake inhibitors (SSRIs) may also reduce these behaviors. The purpose of the current investigation was to examine the effects of RIRD with and without sertraline on automatically maintained vocal stereotypy of a 4‐year‐old boy with autism. Results suggested that vocal stereotypy decreased when RIRD was implemented and that sertraline did not affect the participant's vocal stereotypy. 相似文献
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Cassella MD Sidener TM Sidener DW Progar PR 《Journal of applied behavior analysis》2011,44(1):169-173
This study systematically replicated and extended previous research on response interruption and redirection (RIRD) by assessing instructed responses of a different topography than the target behavior, percentage of session spent in treatment, generalization of behavior reduction, and social validity of the intervention. Results showed that RIRD produced substantial decreases in vocal stereotypy. Limitations of this study were that behavior reduction did not generalize to novel settings or with novel instructors and that appropriate vocalizations did not improve. 相似文献
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Kimberly N. Sloman Mariana Torres-Viso Matthew L. Edelstein Rebecca K. Schulman 《Journal of applied behavior analysis》2024,57(2):444-454
Response interruption and redirection (RIRD) is a common treatment for automatically reinforced vocal stereotypy; it involves the contingent presentation of task instructions. Tasks that are included in RIRD are typically selected based on caregiver report, which may affect the efficacy of RIRD. The purpose of the current study was to evaluate the role of task preference in the efficacy of RIRD for four participants who engaged in vocal stereotypy. We conducted task-preference assessments and selected tasks of varying preferences to include in RIRD. For three out of four participants, the results showed that RIRD with higher preference tasks was not effective at reducing vocal stereotypy, whereas RIRD with lower preference tasks was effective for all participants. 相似文献
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We evaluated response blocking with programmed stimulus control, wearing tennis wrist bands, to reduce motor stereotypy in a student with autism. Response blocking was effective and subsequent analysis revealed that wearing the tennis wrist bands alone maintained low frequency stereotypy. Results suggest that controlling effects from a procedure such as response blocking can be transferred to a programmed stimulus in the absence of physical intervention. 相似文献
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Few studies have applied Skinner's (1953) conceptualization of problem solving to teach socially significant behaviors to individuals with developmental disabilities. The current study used a multiple probe design across behavior (sets) to evaluate the effects of problem‐solving strategy training (PSST) on the target behavior of explaining how to complete familiar activities. During baseline, none of the three participants with autism spectrum disorder (ASD) could respond to the problems presented to them (i.e., explain how to do the activities). Tact training of the actions in each activity alone was ineffective; however, all participants demonstrated independent explaining‐how following PSST. Further, following PSST with Set 1, tact training alone was sufficient for at least one scenario in sets 2 and 3 for all 3 participants. Results have implications for generative responding for individuals with ASD and further the discussion regarding the role of problem solving in complex verbal behavior. 相似文献
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Samantha Bergmann Haven Niland Maria Otero Valeria Laddaga Gavidia Tiffany Kodak 《Behavioral Interventions》2023,38(3):636-652
It is important that tacts are controlled by stimuli across all senses but teaching tacts to children with autism spectrum disorder (ASD) is often limited to visual stimuli. This study replicated and extended a study on the effects of antecedent-stimulus presentations on the acquisition of auditory tacts. We used a concurrent multiple probe across sets design and an embedded adapted alternating treatments design to evaluate acquisition of auditory tacts when auditory stimuli were presented alone (i.e., isolated) or with corresponding pictures (i.e., compound-with-known and compound-with-unknown) with two school-aged boys with ASD. Both participants' responding met the mastery criterion no matter the stimulus presentation with at least one set, but one participant failed to acquire one set of stimuli in the isolated condition. The isolated condition was rarely the most efficient. We conducted post-training stimulus-control probes, and we observed disrupted stimulus control in the isolated condition for one participant. Implications for arranging auditory tacts instruction are discussed. 相似文献
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This study examined the use of an antecedent-based intervention to reduce the vocal stereotypy of a student diagnosed with Autism within the general education classroom. The student displayed frequent nonfunctional speech and disruptive vocal sounds. An antecedent-based intervention, involving the use of qualitatively different cards—to cue the student when it was appropriate or inappropriate to engage in vocal stereotypy—was designed and implemented. An adaptive alternating treatment design was utilized and conditions were randomized and counterbalanced across treatment sessions. Data on vocal stereotypy were collected using partial interval recording. The results indicated the participant was successful in discriminating between cues and decreased stereotypy during intervention compared to baseline conditions. Similar findings were found when the intervention was implemented across a second school setting. 相似文献
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We evaluated 2 3-component multiple-schedule sequences-a response interruption and redirection (RIRD) treatment sequence and a no-interaction control sequence-using a multielement design. With this design, we were able to evaluate the immediate and subsequent effects of RIRD on 2 participants' vocal stereotypy. For both participants, RIRD produced an immediate decrease in vocal stereotypy and did not result in a subsequent increase. 相似文献
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The purpose of this study was to expand on research on treatments for stereotypy by evaluating the effects of response interruption and redirection (RIRD) and response cost (RC) alone and as a treatment package on vocal stereotypy. Treatment phases included RIRD, RC, and response interruption and redirection plus response cost (RIRD + RC). The efficacy of these treatments was determined by measuring duration of stereotypy in session and during treatment intervals. Vocal stereotypy decreased in all three treatment conditions; however, when data analysis included stereotypy occurring during treatment intervals, stereotypy during the RC condition occurred at similar levels as baseline for one treatment evaluation phase for Karl and both treatment evaluations phases for Jon. We discuss implications of these findings, limitations of the current study, and areas for future research. 相似文献
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Nicole M. Hanney James E. Carr Linda A. LeBlanc 《Journal of applied behavior analysis》2019,52(3):733-738
Studies on teaching tacts to individuals with autism spectrum disorder (ASD) have primarily focused on visual stimuli, despite published clinical recommendations to teach tacts of stimuli in other sensory domains as well. In the current study, two children with ASD were taught to tact auditory stimuli under two stimulus‐presentation arrangements: isolated (auditory stimuli presented without visual cues) and compound (auditory stimuli presented with visual cues). Results indicate that compound stimulus presentation was a more effective teaching procedure, but that it interfered with prior object‐name tacts. A modified compound arrangement in which object‐name tact trials were interspersed with auditory‐stimulus trials mitigated this interference. 相似文献
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We conducted a series of reversals to compare the effects of four different treatments on vocal stereotypy emitted by a 7‐year‐old boy with autism. The results showed that (1) the level of vocal stereotypy decreased during exposure to matched stimulation but returned to high levels immediately upon its removal; (2) stereotypy did not significantly decrease during differential reinforcement of other behavior; and (3) contingent withdrawal of movies and music (i.e., response cost) was only moderately effective. However, positive practice overcorrection decreased vocal stereotypy by clinically significant levels. Further, when differential reinforcement of engagement in a Lego® building task was implemented, the level of engagement was significantly higher when positive practice overcorrection was in place than when overcorrection was withdrawn. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
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Tarbox RS Tarbox J Ghezzi PM Wallace MD Yoo JH 《Journal of applied behavior analysis》2007,40(4):761-765
Leisure items are commonly used as reinforcers in behavior-analytic applications. However, a defining feature of autism is the occurrence of stereotypy, and individuals with autism often engage leisure items in a stereotyped manner. The opportunity for stereotyped interaction may be the only aspect of a contingent stimulus that makes it a reinforcer for appropriate behavior. Therefore, this study investigated the effects of blocking stereotyped reinforcer interaction on reinforcer efficacy for 2 children with autism. Results showed that blocking stereotypic reinforcer interaction did not influence reinforcer efficacy. 相似文献
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Howard A. Paul 《Child & family behavior therapy》2013,35(2):164-170
ABSTRACTThe purpose of this study was to investigate the use of response interruption and redirection (RIRD) to reduce vocal stereotypy in a student with Autism Spectrum Disorder in a special education classroom during group instruction. This study extends the literature on the use of RIRD, examining effectiveness with an adolescent with intellectual disability and limited functional language in a naturalistic setting. Results indicated that RIRD was effective in decreasing vocal stereotypy in this student. 相似文献