Download or read book The Role of Response Interruption and Redirection and Matched Stimulation in the Reduction of Vocal Stereotypy in Children with Autism Spectrum Disorder written by Connolly J. Bourn and published by . This book was released on 2015 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current investigation was threefold; 1) to evaluate the effectiveness of response interruption and redirection (RIRD) and non-contingent matched stimulation (NMS) on the reduction of vocal stereotypy in children with autism spectrum disorder (ASD), 2) to determine if the combination of RIRD and NMS into one treatment package (RIRD+NMS) led to a greater suppression of vocal stereotypy and 3) to demonstrate the applicability of the interventions in a natural environment (classroom). Results demonstrated the efficacy of both interventions in the reduction of vocal stereotypy. The combination of RIRD and NMS together was found to have the strongest suppressive effect on vocal stereotypy for the single participant who was exposed to that condition. The findings indicated RIRD and NMS transferred well to the natural environment of the classroom. Furthermore, increases in appropriate vocalisations were found for two out of three participants, despite not being directly targeted in the intervention.
Download or read book An Evaluation of the Effects of Response Interruption Redirection and Matched Stimulation on Vocal Stereotypy written by Cara Selway and published by . This book was released on 2012 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Response interruption redirection and non-contingent matched stimulation were applied to vocal stereotypy behaviour exhibited by children with autism spectrum disorder. The aim of the study was to evaluate and compare the effectiveness of both interventions on reducing rates of stereotypy. An additional aim was to assess if rates of appropriate vocalisations inadvertently increased during the implementation of the interventions. Participants were four children between the ages of twelve and sixteen with a diagnosis of autism spectrum disorder. During the assessment phase, functional analyses were conducted with each participant. Results of the analyses show that all participants vocal stereotypy was automatically maintained. Preference and matched stimuli assessments were also conducted to prepare stimuli sets for use with the matched stimulation procedure. During the intervention phase, response interruption redirection and matched stimulation were compared using an alternating treatments design. Results showed reductions in vocal stereotypy for three out of four participants for both interventions, which persisted in follow up sessions within the school and home environment. Increases in appropriate vocalisations were found for one out of four participants. These results suggest that both response interruption redirection and matched stimulation were effective in reducing rates of vocal stereotypy to below baseline levels. These results also demonstrate that both treatments are efficacious when implemented in an educational setting. The implications of feasible and effective interventions for vocal stereotypy for clinicians and education providers are discussed, as well as the direction for future research within the area of vocal stereotypy".
Download or read book The Effects of Matched Stimulation and Response Interruption and Redirection on Vocal Stereotypy written by Jessica June Love and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stereotypy has been classified as repetitive behavior that does not serve an apparent function. Two procedures that have been found to effectively reduce rates of vocal stereotypy are Response Interruption and Redirection (e.g., Ahearn, Clark, & MacDonald, 2007) and Matched Stimulation (e.g., Rapp, 2007). The purpose of the study was to evaluate the effects of Response Interruption & Redirection (RIRD) alone, Matched Stimulation (MS) alone, and MS implemented in conjunction with RIRD. Data were analyzed using a multitreatment design. Results for participant one suggested suppressive effects on vocal stereotypy were equivalent for all treatment conditions. For participant two, a slightly greater suppression of stereotypy was associated with MS + RIRD. Both participants exhibited greater frequency of appropriate vocalizations with conditions containing an RIRD component. Session length and number of implementations was also found to be lower during MS + RIRD for one participant. The data suggested that the addition of matched stimulation may facilitate the implementation of RIRD in applied settings; however replication with additional participants is needed.
Download or read book The Effects of Response Interruption and Redirection on Language Skills in Children with Vocal Stereotypy written by Tamara Leigh Perry and published by . This book was released on 2012 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vocal stereotypy is a common, skill-disruptive behavior in children with autism spectrum disorders (ASD). Response interruption and redirection (RIRD), the delivery of demands contingent on the occurrence of vocal stereotypy, is an intervention that is gaining empirical support for reducing vocal stereotypy and increasing appropriate language. However, little is known about the efficacy of RIRD when combined with early intensive behavioral intervention (EIBI), the recommended treatment approach for children with ASD, and its effects on the acquisition of language skills. Therefore, the purpose of this study was to evaluate the effects of RIRD when delivered during EIBI programming. Participants were six 4- and 5-year-old boys with ASD, assigned across three groups: experimental (EIBI + RIRD), clinical control (EIBI only), and traditional treatment control. Pre- and post-language skills were measured with the Preschool Language Scale-4 (PLS-4). Results indicated that significant group differences were noted in PLS-4 scores from pre- to post-testing, with large effects noted in the experimental group and small effects observed in the clinical control group. However, the participants in the traditional treatment control group outperformed all other participants across the PLS-4 language domains. EIBI + RIRD was successful in reducing vocal stereotypy for only one participant in the experimental group. Vocal stereotypy levels persisted in clinical control group participants during EIBI, confirming previous research that vocal stereotypy typically does not decrease without intervention. This study extends the literature on RIRD by demonstrating that it can be successfully integrated during EIBI programs; however, the necessary and sufficient conditions for RIRD to be effective have yet to be identified.
Download or read book Evaluation of Response Interruption and Redirection in the Treatment of Vocal Stereotypy written by Kara L. Wunderlich and published by . This book was released on 2013 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vocal stereotypy, or repetitive, nonfunctional vocalization, is a problematic form of behavior exhibited by many individuals diagnosed with Autism Spectrum Disorder (ASD). Several behavioral interventions for vocal stereotypy have been evaluated; most recently, research has evaluated the efficacy of response interruption and redirection (RIRD) in the reduction of vocal stereotypy. Research has indicated that RIRD often results in dramatic reductions in the level of vocal stereotypy; however, many previous studies have only presented data on vocal stereotypy that occurred outside of RIRD implementation. The current study replicated the results of previous studies evaluating the efficacy of RIRD and compared two data presentation methods: exclusion of data collected during RIRD implementation and inclusion of all vocal stereotypy data from the entirety of each session. Subjects were four children diagnosed with ASD. Results indicated that RIRD was effective in reducing the level of vocal stereotypy outside of RIRD implementation; however, more modest reductions in the total level of vocal stereotypy were obtained for three of four subjects. Results suggest that data analysis methods used in previous research may overestimate the efficacy of RIRD, and further research on the procedure is warranted.
Download or read book A Component Analysis of Response Interruption and Redirection for Vocal Stereotypy in Children with Autism Spectrum Disorder written by Katherine Pena and published by . This book was released on 2017 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response Interruption and Redirection (RIRD) was compared to no-interaction, continuous neutral sound, and contingent neutral sound in order to determine the mechanism by which RIRD functions to suppress vocal stereotypy in children diagnosed with autism spectrum disorder. A neutral sound was determined through the use of a preference assessment of various sounds. Use of a neutral sound did not suppress vocal stereotypy in participants. Manipulating the amount of time with a sound playing did not have an effect on vocal stereotypy either. These results suggest that it is unlikely that RIRD suppresses vocal stereotypy through an extinction-like effect. Rather, it is more likely that RIRD suppresses vocal stereotypy through a punishment-like effect.
Download or read book The Use of Response Interruption and Redirection RIRD with Stimulus Control Training for Motor Stereotypy in Children with Autism Spectrum Disorder ASD written by Ambreen Shahabuddin and published by . This book was released on 2018 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motor stereotypy is a common, skill disruptive behavior exhibited by children with autism spectrum disorder (ASD). Response interruption and redirection (RIRD) is the delivery of incompatible demands contingent on motor stereotypy, which is gaining support for reducing these behaviors. However, RIRD has limitations with generalization as behaviors often return to baseline levels post-treatment. Stimulus control (SC) training followed by generalization probing (GP) have been implemented with other behavior-reduction strategies to help counter these difficulties; however, no published studies have assessed the effects of RIRD with these procedures. The purpose of this study was to evaluate the effects of RIRD in combination with SC training and GP using a changing-criterion design for children with ASD during their early intensive behavioral intervention (EIBI) programming. Six children with ASD were assigned across three conditions: a) experimental (RIRD + SC + GP), b) traditional treatment (RIRD + GP), and a c) clinical control (EIBI + GP) group. Results demonstrated that RIRD + SC + GP produced immediate reductions in motor stereotypy to near zero rates during treatment, with reductions maintaining post-treatment. Participants receiving this intervention package also met mastery criteria across four generalization conditions in the clinic setting in fewer sessions. Results of this study extend the literature by emphasizing the utility of combining SC procedures and probing for generalization when implementing RIRD to reduce motor stereotypy. Considerations of using SC training and avenues for future research are discussed.
Download or read book The Effects of Response Interruption redirection and Differential Reinforcement of Other Behaviors on Vocal Stereotypy in Children with Autism written by Mary Elizabeth Gartland and published by . This book was released on 2009 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Vocal stereotypy is defined as any instance of noncontextual or nonfunctional speech including singing, babbling, repetitive grunts, squeals, and phrases unrelated to the present situation (Ahern et al., 2007). Examples include repeating lines from previously viewed television shows, repeating instructions delivered to other students, or repeating previously heard conversations. Nonexamples include repeating the specific instruction delivered to the participant or any response made to an instruction given. The purpose of this study was to replicate and extend a prior intervention used by Ahern and colleagues in 2007 to decrease vocal stereotypy in three individuals with differing levels of disability. The independent variable was a treatment package including response interruption and redirection (RIRD) combined with differential reinforcement of other behaviors (DRO). The experiment was conducted to evaluate the effects of RIRD and DRO on vocal stereotypy with school aged children on the autism spectrum during their school day. Generalization was also examined after the DRO portion of the treatment package was removed.
Download or read book The Effects of Response Interruption and Contingent Demands on Reducing Vocal Stereotypy in Young Children with Autism Spectrum Disorder written by Leigh Ann Marie Shepherd and published by . This book was released on 2010 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: A reversal design was used to examine the effects of a non-vocal and a vocal response interruption and contingent demands (RICD) procedure on the vocal stereotypy of 2 young girls diagnosed with autism spectrum disorder. Both participants had high and variable levels of vocal stereotypy during baseline conditions. During each of the non-vocal and vocal conditions, a decrease in vocal stereotype occurred. However, the vocal RICD condition led to the quickest decrease in percentage of time engaged in vocal stereotypy, total number of times the procedure was implemented, and the total amount of time spent in session. This study contributes to the growing body of research that focused on decreasing vocal stereotypy by demonstrating the effectiveness of the non-vocal RICD procedure.
Download or read book The Effect of Verbal Operant Training and Response Interruption and Redirection RIRD on Vocal Stereotypy written by Casey K. Trasatti and published by . This book was released on 2017 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Verbal operant training is a typical intervention for individuals with Autism Spectrum Disorder. Response Interruption and Redirection (RIRD) is a highly effective intervention for problem behavior and various forms of stereotypy. In this study verbal operant training was combined with RIRD to see if there was a bigger impact in decreasing vocal stereotypy. The participant was a 9-year old male, and the intervention was done across settings. The results showed that combined with intraverbal training and RIRD, vocal stereotypy decreased significantly in all settings. The results also indicate this is a highly effective treatment for vocal stereotypy when the function is non-social automatic reinforcement (i.e. self-stimulation).
Download or read book The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy written by Cara E. Jared and published by . This book was released on 2011 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Vocal Stereotypy is a behavior exhibited at high rates by students with Autism Spectrum Disorder. High rates of vocal stereotypy may hinder an individual's rates of skill acquisition, social development, and become socially stigmatizing to the individual engaging in vocal stereotypy. Previous successful interventions to decrease vocal stereotypy include response interruption and redirection as well as differential reinforcement. This study used response interruption and redirection, discrimination training, and differential reinforcement of other behaviors to decrease vocal stereotypy as well as increase appropriate vocalizations in three participants with autism. The results showed significant decreases in stereotypy across all participants as well as some increases in appropriate vocalizations.
Download or read book A Comparison of Vocal and Motor Response Interruption and Redirection RIRD on Vocal Stereotypy written by Lesley Ann Macpherson and published by . This book was released on 2010 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Token Economy written by Teodoro Ayllon and published by New York : Appleton-Century-Crofts. This book was released on 1968 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating the Effects of Matched Stimulation on Vocal Stereotypy and Skill Acquisition written by Joel Greenbaum and published by . This book was released on 2019 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stereotypic behavior is often observed in children diagnosed with an Autism Spectrum Disorder (ASD; American Psychiatric Association, 2013). Stereotypy can inhibit skill acquisition by leading to inaccuracy on task performance and/or slower task completion (e.g., Koegel & Covert, 1972; Morrison & Rosales-Ruiz, 1997). Several studies have demonstrated that access to preferred matched stimulation leads to a reduction of vocal stereotypical behavior (e.g., Lanovaz, Rapp, & Ferguson, 2012). However, it is paramount that treatments not only be effective in decreasing the problem behavior, but do so without further inhibiting academic progress. The current study evaluated the effects of matched stimulation (i.e., music) on vocal stereotypy and acquisition of novel skills. Non-contingent access to music decreased levels of vocal stereotypy across participants and did not hinder mastery of discrimination skills. In addition, noncontingent access to music had only a minor impact on the participants latency to perform mastered tasks.
Download or read book Further Evaluation of the Effects of Response Interruption and Redirection on Vocal Stereotypy in Children with Autism written by Chalene L. Abrena and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating the Efficacy of Response Interruption and Redirection RIRD Using Empirically derived Consequences written by Catherine Kitts Martinez and published by . This book was released on 2014 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effectiveness of response interruption and redirection (RIRD) to decrease vocal stereotypy (VS) in children with autism has been demonstrated in numerous studies in the recent literature (Martinez & Betz, 2013). Additionally, some studies have demonstrated concurrent increases in appropriate vocalizations (AV); however, no studies have evaluated the efficacy of praise alone as a reinforcer for appropriate behavior. Furthermore, although some studies have demonstrated the effectiveness of RIRD when implemented with both topographically-matched and unmatched demands, no studies have used systematic methods to identify the most effective and least intrusive redirection tasks. Thus, the purpose of this study was to evaluate the effectiveness of RIRD when using empirically-derived consequences for both AV and VS. In addition, a component analysis was conducted to determine the contribution of reinforcement and redirection procedures when empirically-derived consequences were used. Results indicated that, for these participants, reinforcement was insufficient to produce either decreases in VS or increases in AV, and redirection was the critical component of RlRD. Implications and future directions are discussed.
Download or read book Handbook of Parent Child Interaction Therapy for Children on the Autism Spectrum written by Cheryl Bodiford McNeil and published by Springer. This book was released on 2019-02-06 with total page 761 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook offers a theoretical foundation for the adaptation of Parent-Child Interaction Therapy (PCIT) for children with autism spectrum disorder (ASD) and their families. The volume examines current treatments for children with ASD and provides a rationale for why PCIT is considered a strong option to address many of the concerns found within this population of children and families. It presents an overview of PCIT theory, the goals of PCIT, the unique aspects of the treatment, and the exceptional outcomes. The handbook demonstrates the versatility of PCIT in conjunction with standard science-based therapies in addressing specific behavioral problems in this young population. Chapters provide a theoretical basis for PCIT, the empirical evidence for its efficacy, clinical considerations, and training issues. Chapters also offer a selection of case studies that help illustrate how PCIT has been successful in treating children with autism. The handbook concludes by identifying the gaps that need to be addressed by future research. Topics featured in the Handbook include: A clinical description of Parent-Child Interaction Therapy. The effects of medication for individuals with ASD. The importance of parent-child interactions in social communication and development. Teaching complex social behavior to children with ASD. Internet-delivered PCIT (I-PCIT) for children with autism. Child-Directed Interaction treatments for children with ASD. Parent-Directed Interaction treatments for children on the autism spectrum. The Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum is a must-have resource for researchers, professors, clinicians/practitioners/therapists, and graduate students across many interrelated disciplines, including child and school psychology, behavioral therapy, social work, child and adolescent psychiatry, pediatrics, and family studies as well as occupational therapy, physical therapy, behavior analysis, and speech therapy.
