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
Advisor
Accardo, Amy
Keywords
autism spectrum disorder, multiple schedule, response interruption and redirection (RIRD), vocal stereotypy
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.
Recommended Citation
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.
https://rdw.rowan.edu/etd/2328
