Fitting_App1

They should expect that when Cyrus engages in stereotypy, the therapist will interrupt the behavior and immediately prompt the client to engage in an incompatible or alternative response like answering a question, labeling an item, or following an instruction. This redirection is repeated until Cyrus engages in several consecutive correct responses without stereotypy.

Cyrus may become frustrated by frequent interruption, leading to problem behaviors. Also if the same activity or task is repeatedly for redirection, the client may become bored, decreasing treatment effectiveness.

I would explain that during table work and self-care routines, Cyrus will be provided with an engaging alternative activity or stimulus that competes with his vocal stereotypy. Staff will reinforce moments of on-task, appropriate behavior while minimizing attention to stereotypy. Over time, the alternative stimulus will be systematically faded to promote independent engagement in the tasks. They should expect a gradual decrease in stereotypy during these activities, with increased task participation and skill acquisition.

Stimulus dependency – Cyrus may become reliant on the alternative stimulus and resist completing tasks without it.

Generalization issues – Reduced stereotypy may only occur in the structured setting and not transfer to other environments or activities.

Competing stimulus effectiveness – The alternative stimulus may lose novelty or fail to compete effectively with the reinforcement from the stereotypy.

Staff consistency – Inconsistent implementation of DRA and fading procedures by caregivers or staff may slow progress.

Motivation fluctuations – Cyrus’s interest in the alternative stimulus or tasks may vary day-to-day, affecting treatment outcomes.

Evaluate the degree to which the behavior blocks his acess to learning and other social opportunities; DRA for appropriate speech during those times; use of a competing stimulus as well

Competing stimulus may also be distracting him from learning and social opportunities

It is a restrictive procedure (positive punishment), It has been shown to decrease rates of vocal stereotypy.

It takes some time to be effective, include the opportunity for the parent to decide whether it is acceptable or not.

Interrupts and redirects with three demands that are typically topographically similar to stereotypy.

It is found to be effective with just one redirection and sometime used together with a competing stimulus.

I would explain to them that the procedures would be done in the course of a day in small sessions (i.e., 5 minutes each) over a series of several sessions to identify potential reinforcement that compete well and reduces his vocal stereotypy. We would use items identified by his parents in the RAISD. I would also review and explain the rationale to them as far as why he needs these assessment to help him learn and explain the procedures with safeguards that will be in place to respond to potential problem behaviors outside of stereotypy.

We may not find quality competing stimuli that reduces his stereotypy enough and could be used an an alternative reinforcer or the client may engage in unexpected problem behaviors (i.e., tantrum) in response to the procedures used.

We plan to do some implementation plans however, the outcomes are not expected, we will continue doing the assessment and implementation ongoing

may be refused to join educational program

I’d tell them that it should be addressed if it hinders learning or impacts his ability to engage with others. We can try to limit it during critical times but sometimes it’s hard to treat as it’s automatically motivating for the child.

Inconsistent application and increased stereotype

- pick specific times of the day to do it
- stay consistent

- length of time on task
- generalization

behaviors may get worse before they get better.

Training issues, treatment fidelity, competing contingencies

the steretpy will decrease

extraneous variables