Assessing and Treating Vocal Stereotypy in Children with Autism

Autor/inn/en	Ahearn, William H.; Clark, Kathy M.; MacDonald, Rebecca P. F.; Chung, Bo In
Titel	Assessing and Treating Vocal Stereotypy in Children with Autism
Quelle	In: Journal of Applied Behavior Analysis, 40 (2007) 2, S.263-275 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Autism; Antisocial Behavior; Behavior Problems; Oral Language; Functional Behavioral Assessment; Behavior Modification; Children; Communication Skills; Acoustics; Speech Communication; Communication Disorders; Responses; Reinforcement; Sensory Experience; Stimuli + Suchen Sie Ihr Suchwort? Autismus; Oral interpretation; Mündlicher Sprachgebrauch; Behaviour modification; Verhaltensänderung; Child; Kind; Kinder; Kommunikationsstil; Akustik; Kommunikationsstörung; Positive Verstärkung; Sinnerfahrung; Anreizsystem
Abstract	Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in the response. Few investigations, however, have focused on vocal stereotypy. The current study examined the noncommunicative vocalizations of 4 children with an autism spectrum disorder. First, functional analyses were conducted in an attempt to identify the function of each child's behavior. For each of the participants, it was found that vocal stereotypy was likely not maintained by the social consequences. Following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. RIRD involved a teacher issuing a series of vocal demands the child readily complied with during regular academic programming. Vocal demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. For each child, RIRD produced levels of vocal stereotypy substantially lower than those observed in baseline. For 3 of the children, an increase in appropriate communication was also observed. The children's teachers were trained to implement RIRD. Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment. (Contains 3 figures.) (Author).
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