M.A. Special Education
Interdisciplinary and Inclusive Education
College of Education
autism spectrum disorder, multiple schedule, response interruption and redirection (RIRD), vocal stereotypy
Autism spectrum disorders--Treatment; Stereotyped behavior (Psychiatry)
Special Education and Teaching
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.
Scully, Kathleen Michelle, "The effects of a multiple schedule and RIRD intervention on the vocal stereotypy of a student with autism spectrum disorder" (2016). Theses and Dissertations. 2328.