Prompt dependency is an often referenced but little studied problem. The current study evaluated 2 iterations of differential reinforcement (DR) for overcoming prompt dependency and facilitating skill acquisition with 4 individuals who had been diagnosed with an autism spectrum disorder (ASD). Preference and reinforcer assessments were conducted to determine moderately and highly preferred reinforcers for each participant. Three sets of word-picture relations were taught to each of the participants using 1 of 3 DR procedures. Reinforcement for independent responses entailed delivery of the highest preference stimulus across all 3 procedures. Consequences for prompted responses entailed delivery of the highest preference stimulus (no DR), delivery of the moderately preferred stimulus (DR high/moderate), or no delivery of reinforcers (DR high/extinction). Results indicated that the DR high/moderate condition was most effective for 3 of 4 participants, whereas the DR high/extinction condition was most effective for the remaining participant.

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.

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.

The research literature has revealed mixed outcomes on various procedures for increasing vocalizations and echoic responding in persons with disabilities (Miguel, Carr,