| Identify a strategy that may be effective in this scenario. | When describing the treatment to caregivers or staff, what would you tell them to expect as far as implementation and outcomes? | What are the possible clinical obstacles you may encounter? |
|---|---|---|
| Competing stimulus | Expect the target behavior may occur. | Reinforcing the target behavior |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | it will take a time to see some consistent changes | Client having difficulty changing behaviors over time |
| Response interruption and redirection (RIRD) | ||
| Augmented competing stimulus assessment (Hagopian et al., 2020) | Engaging with competing stimuli could reduce problem behavior and lead to desired outcomes with Cyrus gaining access to his educational program. | Certain subtypes of problem behavior may not respond to a competing stimulus assessment. |
| Competing stimulus | We will assess what activities may be competing stimuli. During this process we may need to prompt Cyrus with engaging with targeted items/activities. | Transitioning this skill to the natural environment with many external stimuli that may impact the effectiveness. |
| Response interruption and redirection (RIRD) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Response interruption and redirection (RIRD) | an extinction burst then behavior will decrease | constancy across environment's |
| Response interruption and redirection (RIRD) | ||
| Response interruption and redirection (RIRD) | Se interrumpe la estereotipia vocal, y se redirecciona con 3 demandas cortas que serán similares topográficamente a la estereotipía. | Que continua la falta de atención por otros estímulos ambientales fuertes. |
| Response interruption and redirection (RIRD) | Implement response interruption and redirection to decrease vocal stereotypy and increase attending. | unable to interrupt vocal stereotypy as he may continue despite response interruption attempts. |
| Response interruption and redirection (RIRD) | That by using this strategy that it may take some time to learn the contingency and that this is a more restrictive procedure but has shown to be beneficial in these situations | That this is technically a punishment procedure and that we may have some push back |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | might not work at first | other students. non compliance |
| Augmented competing stimulus assessment (Hagopian et al., 2020) | Have to take data to see if its working | staff implementation correctly |
| Response interruption and redirection (RIRD) | ||
| Response interruption and redirection (RIRD) | Interupt the response and redirect | tantrum |
| Augmented competing stimulus assessment (Hagopian et al., 2020) | The Clinician should approach using a competing stimulus assessment. This would entail quick sessions to identify alternative items that may decrease vocal stereotypy at critical times during the day. Then we would make sure that those tools or items are available. Next, free access to multiple types of competing items would be introduced. Further, if vocal stereotypy continues, response interruption, redirection can be used. This procedure entails first, identifying an alternative response to engage in, and when vocal stereotypy occurs, interrupting it with the alternative item. | Clinical obstacles that may be encountered could include treatment fidelity issues, increased rates of behavior, or Cyrus becoming satiated on the items, leading to lack of generalization over time. |
| Competing stimulus | We would want to see an 80% decrease at least | we may not find a strong enough competing stimulus |
| Competing stimulus | ||
| Response interruption and redirection (RIRD) | Behaviors are likely to increase before decrease but continuation could increase socially significant outcomes | |
| Response interruption and redirection (RIRD) | Treatment will be to interrupt the behavior, redirect with simple intraverbals. Represent task with pre-mack and have competing reinforcer ready and available. Expect the behavior to increase for some time and only have small intervals when presenting work. Look for them to have increased time away from the behavior. | Burst in behavior, observer drift |
| Response interruption and redirection (RIRD) | interrupting instances of vocal stereotypy and redirecting to ontask behaviours, include preference assessment and stimulus control procedures as well as DRA for on-task behaviours or a DRO for the absence of vocal stereotypy | RIRD is a restrictive procedure |
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Response interruption and redirection (RIRD) | For vocal and motor stereotypy, interrupts and redirects with three short demands that are typically topographically similar to the stereotypy. Consistently found to be effective. May also be effective with just one redirection. Sometimes used in conjunction with a competing stimulus. | o Present task is interrupted, instructor prompts attending. |
| Intervention for perseverative speech (Kuntz et al., 2020) | the FA procedure as doing one session of each condition during each 40-60 minute appointment. This type of FA schedule allows the behavior analyst to work the FA into regular visits by breaking it into more manageable chunks. | the behavior commands the individual’s attention and blocks access to other stimuli and people in the environment. |
| Identify a strategy that may be effective in this scenario. | When describing the treatment to caregivers or staff, what would you tell them to expect as far as implementation and outcomes? | What are the possible clinical obstacles you may encounter? |
