THE ELIMINATION OF AUTISTIC SELF‐STIMULATORY BEHAVIOR BY OVERCORRECTION¹

Abstract

No method is in general usage and of demonstrated effectiveness in eliminating the self-stimulatory behaviors of retardates and autistics. An Overcorrection rationale was used to develop such a method. The Overcorrection procedures consisted of a period of practice in the correct mode of the behavior contingent upon self-stimulatory behavior. The procedures were applied in a behavioral day-care program to three retarded children and one autistic child who exhibited object-mouthing, hand-mouthing, head-weaving and hand-clapping. For some behaviors, comparisons were made between the Overcorrection procedure and several alternative procedures, such as physical punishment by a slap, reinforcement for nonself-stimulatory behavior, a distasteful solution painted on the hand of a hand-mouther, and free reinforcement. The Overcorrection procedures eliminated the self-stimulatory behaviors of all four children in tutorial sessions and during the entire school day and were more effective than the alternative procedures in eliminating self-stimulation. The Overcorrection procedures appear to be rapid, enduring, and effective methods of eliminating self-stimulatory behavior.

Some indirect effects of positive practice overcorrection

“…When introducing PP OC for the treatment of stereotyped movements, Foxx and Azrin (1973) attributed the efficacy of the intervention, in part, to an "educative component" of the procedure (p. 7). The potential educative effect of PP OC has been the subject of a number of studies that evaluated whether PP OC resulted in increases in the practiced appropriate response.…”

Response Interruption and DRL for the Reduction of Rapid Eating

“…The literature on nonhuman subjects indicates that pigeons will often engage in mediating behavior during delays in time- based schedules (Laties, Weiss, Clark, & Reynolds, 1965). The applied literature also demonstrates the effectiveness of a competing response for suppressing high-rate behaviors such as tics in nonretarded persons (Miltenberger, Fuqua, & McKinley, 1985) and stereotypies (Foxx & Azrin, 1973) in retarded individuals. Initially, the DRL/P procedure required significant staffinvolvement because of the subjects' rapid response rates and the frequent prompting required during the earlier sessions of the condition.…”

Case study: Use of propranolol to reduce aggressive behavior in a woman who is mentally retarded

“…Ms M. participated in a simplified token economy, and received basic social skills training in which approaching and greeting others without being aggressive was reinforced. Punishment procedures included timeout from positive reinforcement, functional movement training (Foxx & Azrin, 1973), and the contingent application of mechanical restraints or a protective helmet and mitts. Additionally, Ms M. was allowed access to mitts and a helmet upon request after observing that she appeared sometimes to initiate SIB or aggressive behavior to obtain these restraint devices.…”