Date Approved

9-21-2016

Embargo Period

9-22-2016

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Subject(s)

Autism spectrum disorders--Treatment; Stereotyped behavior (Psychiatry)

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to use a research based intervention package to decrease the levels of vocal stereotypy and increase appropriate vocalizations and attending behavior in a student with ASD. Through use of an ABAB reversal design, a multiple schedule intervention was introduced, with the evidence-based practice Response, Interruption, and Redirection (RIRD) implemented at set intervals. The multiple schedule was then faded out of the intervention and RIRD was run solely throughout the day in a classroom setting. Results revealed a decrease of vocal stereotypy and an increase in attending behavior for the participant across phases. Results suggest teaching through stimulus control with discrimination training using a multiple schedule in order to control the levels of vocal stereotypy, coupled with the evidence-based practice of RIRD to increase appropriate vocalizations is effective in reducing stereotypy and increasing attending behavior.

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