| 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? |
|---|---|---|
| Response interruption and redirection (RIRD) | There may be an increase prior to decrease | generalization |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | ||
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | ||
| Response interruption and redirection (RIRD) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | explain the reason on intervene | always consider ethic considerations |
| Response interruption and redirection (RIRD) | Cyrus' vocal stereotypy will be interrupted once it begins, and he will be redirected to complete the task. Cyrus will have the opportunity to engage in vocal stereotypy during less-structured classroom activities. | escalation of behaviors, escape maintained behaviors arise |
| Competing stimulus | Involve them in identifying effective competing stimuli | Resistance from client |
| Competing stimulus | Non-contingent access to competing items in cases where stereotypy is most frequent | Decrease of stereotypy in that environment |
| Augmented competing stimulus assessment (Hagopian et al., 2020) | When describing the treatment to caregivers or staff, I would explain that the intervention focuses on identifying and providing specific items or activities that effectively compete with the repetitive behavior, allowing the individual to naturally engage with these alternatives rather than the stereotypy. Implementation may initially require active support, such as prompting or brief response interruption, to encourage interaction with the competing stimulus. Over time, as effective stimuli are identified and engagement increases, the intervention typically becomes less intrusive and easier to implement, with competing items provided noncontingently and more independently by the individual. | Possible clinical obstacles may include difficulty identifying competing stimuli that reliably reduce stereotypy, initial resistance from the individual to engaging with alternative items, and the need for increased staff effort and consistency during early implementation. Additional challenges may involve generalization across settings, maintaining treatment fidelity over time, and balancing effectiveness with caregiver feasibility and acceptance. |
| Competing stimulus | Providing alternative stimuli to intervene and compete with vocal stereotypy to increase attention on tasks presented and generalizing to the natural environment. | May not generalize, may not decrease vocal stereotypy |
| Response interruption and redirection (RIRD) | Outcomes would not result in much generalization and would not really be transferable outside classroom | consistency of implementation |
| Response interruption and redirection (RIRD) | Response redirection and interruption is a strategy caregivers use to calmly stop inappropriate behavior and immediately guide the child toward a more appropriate choice. The caregiver briefly interrupts the behavior using simple, neutral language, then redirects the child to what they should do instead, such as using words, keeping hands to themselves, or choosing a safe activity. This approach focuses on safety, teaching, and reinforcing positive behavior rather than punishment. | challenges with implementation by treatment providers - especially for teachers without an aide in the classroom. |
| Response interruption and redirection (RIRD) | Consistency is key but each child is different. We will look at the data consistently, together, and decide how it's going | Child may become frustrated with redirection |
| Augmented competing stimulus assessment (Hagopian et al., 2020) | We will need to conduct some assessments and probes before starting the treatment plan. The outcomes of these assessments and probes will tell us what the treatment plan will look like. We will keep you informed of the outcomes of the assessment and what our treatment approach will be. We will try out the treatment for a couple of weeks and see what effect this has on the behaviour. We can go from there to see if we continue as is or need to do some more assessments. | finding an appropriate competing stimuli and a schedule of access that will be appropriate for when Cyrus starts attending his educational program. |
| Response interruption and redirection (RIRD) | Preferred outcome may take some time; consistency is key | No follow through by caregivers |
| Response interruption and redirection (RIRD) | The student will push back | May encounter a response burst |
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | . | . |
| Intervention for perseverative speech (Kuntz et al., 2020) | proactively set up supports before high demand activitiesReinforcement must be consistent and immediate after alternative behavior | linited functional communication skills |
| Response interruption and redirection (RIRD) | That when the behavior is automatically maintained, it is best to use a combination of RIRD to stop the Perseverative Speech so Cyrus can be prompted to pay attention and staff can gain stimulus control ( allowing it during certain times in certain areas). | Caretakers and staff may not comprehend that when Cyrus engages in automatically reinforced perseverative behaviors any time they ask him to do something (they are either interrupting a preferred activity or an activity done to avoid their demands). |
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | potentially could worsen. | Fidelity of implementation. |
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | Environmental stimuli could be contributing to the stereotypy and providing a distraction stimulus could further distract the student. | Stimuli addition for distraction may further distract from the learning opportunity. |
| Response interruption and redirection (RIRD) | To keep it simple to avoid overwhelming him. Try questions he knows the answers to. Like, what does the cat say? | The additional stimulus of redirections could inadvertently reinforce the stereotypy if the individual is using it to process or override interfering stimuli. And as novelty is lost, the redirections may no longer be effective. |
| Response interruption and redirection (RIRD) | ㅇㄹ | ㅇㄹ |
| Response interruption and redirection (RIRD) | 자연스러운 환경에서 RIRD을 사용하는 것으로 음성상동을 시작할 때 참가자들의 이름을 부르거나 말을 멈추게 하여 그들을 집중시키고 눈맞춤하여 참가자를 가로 막기를 실시함 | 적절한 의사소통에 미치는 영향이 정확한 결과가 나타나지 않았음 |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | discrete, variable progress | poor history of reinforcement |
| 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? |
