Individuals with an Autism Spectrum Disorder (ASD) often engage in repetitive and stereotypic behaviors (American Psychological Association, 2013). Therefore, interventions that reduce stereotypy and potentially increase appropriate responses are of interest in the field of applied behavior analysis. The purpose of this study was to evaluate the isolated and additive effects of response interruption and redirection (RIRD) and differential reinforcement of alternative behavior (DRA) on both stereotypy and appropriate responses to determine whether either of these interventions alone or in combination is more effective and more efficient in increasing appropriate responses and decreasing stereotypy. Results showed that both RIRD and RIRD + DRA were effective interventions in decreasing stereotypy, but no procedure resulted in a sustained increase in appropriate responses.

Multiple schedules are compound schedules that alternate, and each schedule corresponds with a stimulus. They are effective at establishing stimulus control over behavior.

Many researchers provide praise for complying with demands during the escape condition of the functional analysis (FA). However, praise may function as a reinforcer for some individuals which may reduce the aversiveness of task presentation or increase behavior that competes with problem behavior (e.g., compliance with demands). In general, this may result in lower or less stable levels of problem behavior and decrease the efficiency of the FA. Thus, the purpose of the current study was to evaluate some effects of praise on the rate of problem behavior and compliance during the escape condition of the FA in children diagnosed with autism spectrum disorder. We found that praise did not affect the rate of problem behavior but did increase compliance in three of five subjects. The results of the study and implications for the assessment of problem behavior are discussed.