Further Evaluation of Response Interruption and Redirection as Treatment for Stereotypy

Autor/inn/en	Ahrens, Erin N.; Lerman, Dorothea C.; Kodak, Tiffany; Worsdell, April S.; Keegan, Courtney
Titel	Further Evaluation of Response Interruption and Redirection as Treatment for Stereotypy
Quelle	In: Journal of Applied Behavior Analysis, 44 (2011) 1, S.95-108 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Topography; Autism; Evaluation; Intervention; Experiments; Disabilities; Comparative Analysis; Reinforcement; Punishment; Behavioral Science Research; Intervals + Suchen Sie Ihr Suchwort? Topografie; Autismus; Evaluierung; Erprobung; Handicap; Behinderung; Positive Verstärkung; Bestrafung
Abstract	The effects of 2 forms of response interruption and redirection (RIRD)--motor RIRD and vocal RIRD--were examined with 4 boys with autism to evaluate further the effects of this intervention and its potential underlying mechanisms. In Experiment 1, the effects of motor RIRD and vocal RIRD on vocal stereotypy and appropriate vocalizations were compared for 2 participants. In Experiment 2, the effects of both RIRD procedures on both vocal and motor stereotypy and appropriate vocalizations were compared with 2 additional participants. Results suggested that RIRD was effective regardless of the procedural variation or topography of stereotypy and that vocal RIRD functioned as a punisher. This mechanism was further explored with 1 participant by manipulating the schedule of RIRD in Experiment 3. Results were consistent with the punishment interpretation. (Contains 5 figures.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10