| 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 | ||
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | extinction burst | no consistency in implementing from caregivers |
| Response interruption and redirection (RIRD) | Implementation will be easy to learn effective | Interrupting may lead to interfering behavior |
| Response interruption and redirection (RIRD) | It takes time but research has shown this to be an effective interve=ntion | Consistency |
| Response interruption and redirection (RIRD) | This is an effective treatment for vocal stereotypy and may not need up to 3 repetitions for interruptions. This may be needed due to distractions by competing stimuli. This may be manipulated for critical times of day. | It may be difficult for staff to implement. This is considered a restrictive procedure and does not seem socially acceptable to everyone. |
| Response interruption and redirection (RIRD) | ||
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | Be sure the reinforcers are effective at competing with vocal stereotopy | Difficulty identifying effect stimuli to compete with vocal stereotopy |
| Response interruption and redirection (RIRD) | I would explain to caregivers and staff that this intervention may initially seem intrusive but should be easy for them to learn and implement on a daily basis. | Caregivers and staff implementing this procedure with fidelity. |
| Response interruption and redirection (RIRD) | Implementation would consist of having 3 verbal prompts/directives such as: Say—— . This is to interrupt his vocalizations and redirect him. | Having staffing to work on it, consistentcy |
| Response interruption and redirection (RIRD) | You’ll interrupt Cyrus when he engages in vocal stereotypy and immediately prompt him to say 1–3 appropriate words or phrases. This helps reduce the reinforcement he gets from the stereotypy and builds more functional language. Over time, you should see less stereotypy and more focus during learning tasks. | Cyrus may resist the interruption at first, possibly showing frustration or task refusal. Staff may find the procedure labor-intensive or hard to implement consistently. It may also be less effective unless paired with reinforcement or adapted for generalization. |
| Intervention for perseverative speech (Kuntz et al., 2020) | Practical application of DRI: | The behavior analyst is fairly certain that stereotyping is automatically reinforced, but still needs definitive assessment data. |
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Competing stimulus | ||
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | This will take time. | Extinction burst |
| Response interruption and redirection (RIRD) | I would explain that we do not want to reduce it during all times but want it on a schedule. while hes in critical times of the day when he engages we will interrupt and redirect the behavior to appropriate tasks. | fading |
| Response interruption and redirection (RIRD) | When we are implementing this strategy, when Cyrus engages in the target behavior, we will interrupt by presenting 3 demands, all of which require a vocal response (such as "What sound does a cow make?"). We will also want to be very deliberate about reinforcing appropriate vocalizations. Based upon the research, we can expect to see a decrease in the vocal stereotypy and an increase in appropriate vocal behavior. | It is possible that other problem behavior may emerge when we implement the redirection procedures. This also can be difficult to implement, as it can require constant supervision to fully implement. Because we know the behavior is automatically reinforced, meaning, he does not need another person to provide the reinforcement, Cyrus could engage in vocal stereotypy when no one is around to interrupt and redirect, and the behavior will still be reinforced. It also can be challenging to find appropriate replacement vocalizations. |
| Competing stimulus | It might take some time to identify an effective competing reinforcer. | Generalization to other tasks and settings |
| Competing stimulus | Consistency is needed to ensure effective implementation. Competing stimulus needs to serve the same function | Generalizing to the natural environment |
| Competing stimulus | ||
| Augmented competing stimulus assessment (Hagopian et al., 2020) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | ADSDIOEWAJGF | ADADSFDFDBA |
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | we don't want to assume it's automatic. If the behavior is not disruptive | na |
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | IDK | No naturally reinforcing stimuli in environment |
| Competing stimulus | ||
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | It will take multiple opportunities per day to practice the skill. | Classroom setting |
| 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? |
