| Identify an acceptable ABA intervention that is not typically aligned with trauma-informed care. | Identify an ABA intervention that is more aligned with trauma-informed care. |
|---|---|
Contract , reprimands | Teaching her to identify the triggers and replacement behaviours |
Verbal redirection | DRO-provide mouth tools e.g. gum |
Extinction | DRI |
RIRD. | Headphones with music. Social skills training. |
RIRD | Headphones |
use DRO to build appropriate vocals and increase work load (punish) in the presence of vocal stereotypy | identify more appropriate vocals such as signing to songs or talking to co workers and build those skills with positive reinforcement |
response interruption and redirection | concurrent choice |
Interrupt + redirect | Encourage Maggie to listen to music on headphones to decrease need for vocal stereotypy |
Verbal reprimand-Maggie is constantly told to be quiet or lower her voice. | Enrich the environment, Give Maggie different types of tasks to complete throughout her shift. |
Punishment procedure | Train functional communication to include tone of voice. Train social skills and what is and what is not socially appropriate. Problem solve with the client and train a more appropriate stimulations behavior to replace the current one. |
RBT says “stop” and redirects back to task. | RBT encourages singing or reciting ABCs when client continues on task. |
Response interruption | Provide headphones with music |
Verbal Reprimand | DRA BST |
Take away reinforcement or delay it until Maggie is able to stop the stereotypy and complete her work tasks. | allow Maggie another alternative behavior or interaction such as listening to music with headphones or having a break to speak with a preferred person and then return to her job. Reinforce all positive replacement behaviors. |
Response interruption and redirection: When Maggie engages in vocal stereotypy, immediately interrupt the problem behavior and present a demand that is incompatible with vocal stereotypy, such as asking Maggie to complete a task or respond to questions. | Differential reinforcement of alternative behavior: Teach and reinforce Maggie for engaging in more context-appropriate behaviors that meet the same sensory need (e.g., humming softly during breaks, using a sensory tool, or vocalizing quietly in designated areas). |
DRO (earns a vocal stereotypy break if she can go 10 minutes without vocal stereotypy). Response cost, she will get a warning and three warnings mean she does not get a special reinforcer she earns on her break (soda). | Wear headphones while she works ot listen to music she can hum with. Give her chewing gum to give her oral stimulation. Allow her non- contingent breaks to go to a "safe" room or place where she can vocally stim. |
RIRD, DRO, | Social skills training |
Physically restrictive procedures | CSA |
Telling to stop it and removing preferred tasks as "punishment." | Redirect with appropriate convo, praise when working w/o vocals. Model what she should be doing. |
Differential reinforcement | headphones |
rird | dri |
Reprimands | fast instructions |
DRO for vocal stereotypy | provide her with headphones with music playing as an alternative |
RIRD | noncontingent access to music |
response interruption redirection | differential reinforcement of appropriate vocal behaviors |
| Identify an acceptable ABA intervention that is not typically aligned with trauma-informed care. | Identify an ABA intervention that is more aligned with trauma-informed care. |
