| 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 | 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) | ||
| Response interruption and redirection (RIRD) | The vocal stereotypy would be interrupted during his table work and self-care routines and then redirected with 3 short vocal demands or questions. RIRD would be effective in helping the student return to the task at hand. | Issues with generalization. |
| Response interruption and redirection (RIRD) | Implementation must be consistent | persistence of sterothypy and return to baseline with RIRD is faded |
| Competing stimulus | that we are attempting to give child another way to access reinforcement instead of the vocal noises | Staff implementation and buy in |
| Response interruption and redirection (RIRD) | For implementation, it is important to be consistent in conducting the strategies. Caregivers and staff also needs to receive proper training and support. The progress of the treatment needed to be monitored. For outcomes expectations, Cyrus should show a gradual decrease in stereotypy and an increase in engagement in the education program. Cyrus will also have more opportunities to access to natural reinforcers. | Caregivers may be resistant to new strategies and a change of the established routines. There may also be inconsistency between staff. |
| Response interruption and redirection (RIRD) | That are seeking to interrupt the current behaviour by doing XYZ and redirecting Xavier into an alternative behaviour that he should not find distressing and will be rewarded through (give details). It is likely that the vocal stereotypy will decrease and he will be more engaged in the required task (task completion rates will go up, thereby increasing independence towards self-care), and Xavier might find this beneficial though praise, access to rewards, and skill development. | Environmental influences that have not been detected. |
| Response interruption and redirection (RIRD) | We would provide a response block and redirect to an incompatible or alternative behavior. Then provide reinforcement for engaging in that alternative behavior. | |
| Response interruption and redirection (RIRD) | This intervention is likely to be effective while in place. However, effects will likely fade when the intervention is faded out. However, it should be sufficient to get him through his educational tasks now. | The treatment may not be effective. The child may be resistant to the demands and could become upset. It takes a lot of training to teach staff to implement RIRD correctly and consistently. |
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | yes | yes |
| Competing stimulus | expect extinction burst, and over time behavior change willl occur given consistency across all stakeholders and environments | inconsistency |
| 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. | a lack of treatment fidelity based on inexperienced staff implementation, training of staff, lack of therapist supervision/training |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | there will be extinction bursts, need consistency | parents not consistently implementing |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | hh | opop |
| 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? |
