Decreasing Vocal Stereotypy of a Youth With Autism in a Classroom Setting

Wells, Jenny C.; Collier, Lisha; Sheehey, Patricia H.

doi:10.1080/07317107.2016.1172887

Cited by 15 publications

(14 citation statements)

References 20 publications

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“…The current investigation failed to replicate the results of previous studies on RIRD (e.g., Ahearn et al, ; Liu‐Gitz & Banda, ; Wells et al, ), as both participants demonstrated accelerating trends in vocal stereotypy during one (Elizabeth) or both (Matthew) of the RIRD‐only conditions. These findings are potentially the result of uninterrupted measurement procedures that included data on the occurrence of vocal stereotypy while RIRD was implemented (Carroll & Kodak, ; Wunderlich & Vollmer, ).…”

Section: Discussioncontrasting

confidence: 94%

“…These findings are potentially the result of uninterrupted measurement procedures that included data on the occurrence of vocal stereotypy while RIRD was implemented (Carroll & Kodak, ; Wunderlich & Vollmer, ). It is clear that RIRD has been an effective intervention for reducing vocal stereotypy for some participants (Ahearn et al, ; Liu‐Gitz & Banda, ; Wells et al, ). However, in the current investigation, the onset of RIRD may have evoked additional vocal stereotypy for both Elizabeth and Matthew.…”

Section: Discussionmentioning

confidence: 99%

“…Vocal stereotypy may interfere with acquisition of adaptive behavior and can be socially stigmatizing (Liu‐Gitz & Banda, ). Reducing the occurrence of vocal stereotypy allows for more opportunities to learn and expand upon communication, adaptive, and social skills vital for community inclusion (Wells, Collier, & Sheehey, ). In practice, vocal stereotypy presents a unique challenge for interventionists as it is frequently maintained by automatic reinforcement (Martinez & Betz, ), and it cannot be physically redirected by another person (Lanovaz & Sladeczek, ).…”

mentioning

confidence: 99%

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The effects of noncontingent music and response interruption and redirection on vocal stereotypy

Gibbs

Tullis

Thomas

et al. 2018

J of App Behav Analysis

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Vocal stereotypy is a commonly occurring challenging behavior in children with autism spectrum disorder (ASD) that is frequently maintained by automatic reinforcement and often interferes with skill acquisition. Matched stimulation (MS), and response interruption and redirection (RIRD) are two interventions that have been demonstrated to be effective in reducing the occurrence of vocal stereotypy with participants with ASD. The current study sought to determine if the combination of MS (noncontingent music) and RIRD was more effective at reducing vocal stereotypy than RIRD alone and if the parents of children with ASD found the combination of MS and RIRD more socially valid than RIRD alone. The results suggested that the combined intervention resulted in greater suppression of vocal stereotypy and increased occurrences of on-task behavior in both participants. Additionally, RIRD required fewer implementations and had a shorter duration when combined with MS. Results suggest that the combination of MS and RIRD may be an effective intervention outside of highly controlled settings.

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Section: Discussioncontrasting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The effects of noncontingent music and response interruption and redirection on vocal stereotypy

Gibbs

Tullis

Thomas

et al. 2018

J of App Behav Analysis

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“…Although most studies of treatments for stereotypy show no subsequent change in stereotypy, prior studies have shown that response blocking and verbal reprimands decreased immediate engagement in stereotypy but increased subsequent engagement (Rapp, 2006, 2007). Second, results replicate prior studies by Martinez et al (2016) and Wells et al (2016) by showing that RIRD can decrease VS in naturalistic settings.…”

Section: Discussionsupporting

confidence: 84%

“…In a brief review paper, Martinez and Betz (2013) noted that most studies had evaluated the effects of RIRD during 5- to 10-min sessions and therefore suggested that researchers evaluate RIRD during lengthier sessions and in naturalistic contexts. Subsequently, Wells, Collier, and Sheehey (2016) and Martinez, Betz, Liddon, and Werle (2016) showed that RIRD decreased VS for two boys with ASD during 20-min and 30-min sessions in naturalistic settings, respectively; however, neither study evaluated the subsequent effects of RIRD.…”

mentioning

confidence: 99%

Further Analysis of the Immediate and Subsequent Effect of RIRD on Vocal Stereotypy

Sivaraman¹,

Rapp

2019

Behav Modif

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Although numerous studies have shown that response interruption and redirection (RIRD) can decrease vocal stereotypy displayed by children with autism spectrum disorder, relatively few have evaluated the subsequent effects of RIRD. We evaluated the immediate (when a change agent implemented RIRD) and subsequent (after a change agent discontinued RIRD) effects of RIRD on two participants’ vocal stereotypy using a nonconcurrent multiple baseline design with an embedded reversal design combined with a multiple schedule. As a part of the analysis, we conducted the fourth component 25 min after the third component. In addition, we compared the effects of RIRD with 5-min and 20-min components on both participants’ vocal stereotypy. Results show that (a) RIRD during either 5-min or 20-min components decreased each participant’s immediate engagement in vocal stereotypy, (b) only RIRD during 20-min components decreased each participant’s subsequent engagement in vocal stereotypy relative to the no intervention component, and (c) the subsequent effects of RIRD did not extend into the fourth component for either participant.

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The evidence‐based practices for children, youth, and young adults with autism report: Concerns and critiques

Leaf

Sato

Javed

et al. 2021

Behavioral Interventions

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For individuals diagnosed with autism spectrum disorder (ASD) to make meaningful progress comprehensive intervention using evidence‐based practices is required. To assist with this, the National Clearinghouse on Autism Evidence and Practice (NCAEP) recently published the Evidence‐Based Practices for Children, Youth, and Young Adults with Autism Report (Steinbrenner et al., 2020). The purpose of the NCAEP report was to provide consumers with a list of interventions that have evidence of positive effects for individuals diagnosed with ASD. The NCAEP report identified 28 interventions that were considered evidence based. Given the broad nature and visibility of the NCAEP report, it may be useful to review and discuss any potentially problematic aspects of the methods and results of the NCAEP report to help inform future updates and consumers in interpreting the findings and recommendations within the NCAEP report. Thus, the purpose of this paper is to provide a review of the Evidence‐Based Practices for Children, Youth, and Young Adults with Autism report and provide recommendations to behavior analysts in regard to the report.

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Decreasing Vocal Stereotypy of a Youth With Autism in a Classroom Setting

Cited by 15 publications

References 20 publications

The effects of noncontingent music and response interruption and redirection on vocal stereotypy

The effects of noncontingent music and response interruption and redirection on vocal stereotypy

Further Analysis of the Immediate and Subsequent Effect of RIRD on Vocal Stereotypy

The evidence‐based practices for children, youth, and young adults with autism report: Concerns and critiques

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