| 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? |
|---|---|---|
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | It will take some repetition of the strategy but with consistency it should help | inconsistent implementation |
| Response interruption and redirection (RIRD) | We want to teach Cyrus when vocal stimming is and isn't appropriate. Just like when we teach someone when talking is or isn't' appropriate. We've identified two times when vocal stimming is appropriate, doing table work and when doing self care tasks. How we are going to teach this is by using a strategy called response interruption and redirection, you may see it as RIRD. What this looks like is, when Cyrus is doing table work and starts to vocal stim, we will immediately interrupt him and have him do three tasks similar to the vocal stim, like humming, breathing deeply in and out, or stating an affirmation, "I can do my work!" Then we will redirect Cyrus back to his table work. We want our response to be immediate so that we interrupt that automatic reinforcement that comes when when he is vocal stimming. We also want to our tasks to be similar to his vocal stim to potentially reinforce these alternate behaviors, lets try to get some that would be more acceptable when doing table work or self care tasks. When Cyrus vocal stims during other times of the day, not table work or self care tasks, he is welcome to vocal stim as he desires. Let's talk about some of your questions or concerns. | 1. Environments may not be set up for immediate interruption, or may make the environment more interrupted by implementing this intervention. |
| Response interruption and redirection (RIRD) | When C engages in vocal stimming we want to teach the differences between when its okay and when are times he will need to choose something else. These two times we've decided are when he's doing table work and when he is doing self care tasks. When he starts to vocal stim during these two times we will use RIRD, we will interrupt his vocal stim and have him engage in other vocal stim-like behaviors that are appropriate such as humming, stating an affirmation like "I can do my work.", or taking a deep breath in and out. Then redirecting him back to the task at hand. By implementing this immediately when we see the behavior we can interrupt the amount of r+ being received from the vocal stimming, being less desirable when he's being disrupted and increasing r+ for completion of table work or self care task. When he is doing other activities and vocal stim presents, he will be allowed as desired. | Some obstacles identified are finding competing topographical responses that adequately meet the target behavior that aren't as disruptive as the current target behavior. |
| Competing stimulus | consistent implementation and expect decrease | Finding an effective competing stimuli |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | - choice-making | - no competing reinforcer |
| Response interruption and redirection (RIRD) | restrictive program, short term: does not generalize | takes time before effective, identifying appropriate responses |
| Response interruption and redirection (RIRD) | provide easy fill in the blanks, ask questions that the client knows answers to | maintenance and generalization |
| Response interruption and redirection (RIRD) | ||
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | Explain FA and its purpose | Other children in class |
| Competing stimulus | There may be initial distraction by the competing stimuli, however once the target behavior is reduced, we can work on increasing engagement in the desired activity. First he needs to "unlearn" the stereotypy and then learn the new skill. | Teachers or parents may not agree to waiting to teach the new skills and see it as a problem that he is being distracted by the intervention. |
| Competing stimulus | It may require trying a few different things to find an appropriate competing item that decreases the behavior. | Being automatically reinforced, we may see the behavior re-emerge if the competing item is not available or is not a true competing item. |
| Response interruption and redirection (RIRD) | The intervention is restrictive and does not have long term generalization when removed | Challenges with generalization |
| Response interruption and redirection (RIRD) | that it may take time to see results | poor generalization of the skill |
| Response interruption and redirection (RIRD) | Any time that he displays vocal stereotypy during work sessions, RIRD will be implemented. The behavior will be interupted and then be redirected by asking him 3 social questions until he is able to answer the questions without displaying the behavior | Other maladaptive behaviors may increase with the intruption of his vocal stereotypy. |
| Response interruption and redirection (RIRD) | For implementation there will be training sessions to establish a reinforcement history for completing his table work and self care skills. We will use a DRA procedure to establish this learning history. Outcomes may be favorable as long as the reinforcement is available yet ther is a risk of regression when the reinforcer is thinned. | buy in from parents, intermittent reinforcement for vocal stereotypy, satiation, |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | It may take some time | N/A |
| Response interruption and redirection (RIRD) | it is a restrictive procedure that decreases vocal stereotypy in the short term. Much research demonstrates decreased rates of vocal stereotypy. | Behavior escalation can occur in the beginning and could take time to be effective. As a restrictive procedure, the parents need to observe and decide whether it is acceptable or not |
| Response interruption and redirection (RIRD) | interruption and redirection with dro | the environmental |
| Competing stimulus | Prepare them for challenge in finding effective competing stimulus | Nonadherence to plan |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | do 5 minutes 2-5 times a week and stay consistent | may have to go back to AC repeatedly |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | ||
| Response interruption and redirection (RIRD) | n/a | n/a |
| Response interruption and redirection (RIRD) | ||
| Response interruption and redirection (RIRD) | To implement, redirect Cyrus when he engages in stereotypy by giving him another task to complete or activity to preform. | It's possible you should run an FA to determine the function of the behavior. It may be automatically reinforced. |
| Response interruption and redirection (RIRD) | ||
| 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? |
