Stereotypy
Contents
- Products Using a Discrimnation Training Procedure to Reduce Vocal Stereotypy
- The Use of Response Interruption and Redirection and DRO to Decrease Vocal Stereotypy
- Decreasing Motor Stereotypy with Prompting
- Using Response-Cost to Reduce Stereotypy
Products Using a Discrimnation Training Procedure to Reduce Vocal Stereotypy
Kathleen Holehan
Abstract
The purpose of this study was to decrease vocal stereotypy in children diagnosed with autism by using a discrimination training procedure. Vocal stereotypy was defined as a repetitive behavior that does not serve an adaptive function (Brusa-Richman, 2008). Previous studies have demonstrated the ability to reduce vocal stereotypy by training conditions in which stereotypy is not reinforced during an instructional time followed by free access to stereotypy (O’Conner et al 2011). In this procedure the absence of stereotypy in the presence of an orange stimulus (card) for a target duration was reinforced with free access to stereotypy in the presence of a purple stimulus (card). The procedure produced a clear decrease in the occurrences of stereotypy per minute for participants. Occurrences of vocal stereotypy per minute were reduced from 1 to .46 and .73 to.25.
Keywords
stereotypy, vocalizations, discrimination training
Materials
The Use of Response Interruption and Redirection and DRO to Decrease Vocal Stereotypy
Katie Beckstrom (2013)
Abstract
Vocal stereotypy is behavior frequently seen in those diagnosed with autism, often consisting of “noncontextual or nonfunctional speech” (Miguel, Clark, Tereshko, & Ahearn, 2009). In early intervention, vocal stereotypy can be a serious problem when it disrupts children’s daily instructional sessions and slows their skill acquisition. In 2007, Ahearn, Clark, MacDonald, and Chung successfully used response interruption and redirection (RIRD) to produce a substantially lower rate of vocal stereotypy in four children diagnosed with autism. The goal of RIRD is to interrupt the inappropriate speech and redirect the individual to more appropriate speech. In the Ahearn, et al. (2007) study, they presented vocal tasks contingent on the children’s stereotypy, thereby interrupting the inappropriate speech. We implemented RIRD using an AB experimental design with the goal of decreasing the frequency of a child’s vocal stereotypy during instructional time. When the child engaged in vocal stereotypy, we immediately asked him to engage in a vocal or motor task already in his repertoire, such as phrase imitation or physical imitation. We also implemented a differential reinforcement of other behavior (DRO) procedure in which he earned tokens (later exchanged for reinforcers) for moments with no vocal stereotypy.
Keywords
stereotypy, dro, response interruption and redirection, rird
Materials
Decreasing Motor Stereotypy with Prompting
Kristyn Blahnik (2015)
Abstract
One of the characteristics often associated with autism spectrum disorders (ASD) are stereotypical behaviors. Stereotypy can be defined as restrictive or repetitive motor behaviors such as rocking of the body, arm flapping, spinning objects, and placing objects in a line (Hirst, Hyman, & Reed, 2012). These behaviors may have a variety of outcomes, such as impaired social interactions with peers, delayed skill acquisition, and a lack of attending skills. The function of stereotypy varies and should be determined using a functional assessment. An intervention used by Eason, White, and Newsom (1982) targeted motor stereotypy in young children diagnosed with ASD displaying motor stereotypy. The participants were taught how to play with toys appropriately and the effects of the stereotypic behaviors were measured across settings and time. The current study will expand the results obtained in the previous study to include young children in an early intervention classroom who display a high frequency of motor stereotypy. Increasing appropriate toy play and decreasing stereotypy will allow the child to interact with peers using age-appropriate toys.
Keywords
prompting, stereotypy, motor stereotypy
Materials
Using Discriminated Response-Cost to Reduce Stereotypy
Megan Groenhof (2013)
Abstract
Stereotypic behaviors occur at a high rate in children diagnosed with autism and interfere with the acquisition of new skills. These behaviors also stigmatize children and interfere with desirable social interactions. The purpose of this procedure is to train children diagnosed with autism who display automatically reinforced stereotypic behaviors to discriminate between appropriate and inappropriate times for such behaviors (in this procedure, between when a wristband is on and when it is off the child’s wrist). When the child engages in stereotypic behaviors, response cost will be implemented when the child is wearing the wristband and thus becomes the inappropriate time for such behaviors. When the child is not wearing the wristbands stereotypic behaviors will not be followed by response cost. If a reduction in stereotypy can occur in the presence of the wristbands due to the implementation of response cost, the wristband can be used when it is especially important that the child engage in less stereotypy. The response cost procedure will be implemented primarily during educational procedures and the ultimate goal is to have the procedure used throughout the whole day.