| 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. |
|---|---|
Interrupting the vocalization | Not interrupting the vocalization |
Anything to try to make her be quiet. | Giving her head phones to be incompatible with the stereotypy. |
DRO | DRA |
Punishment | CSA |
Movement away from others. | DRA |
DRL | Teach her conversation skills |
Any form of physically preventing this behavior from occurring. | Identifying job responsibilities that can be completed while simultaneously engaging vocal stereotypy. |
time out | providing headphones with music |
extinction | fct |
RIRD | Frequent breaks, DRA |
Punishment procedures, removal from work environment, seclusion. | Providing headphones with music while working |
Verbal redirection. | Provide headphones with music. |
blocking | provide time for the stereotypy before interruption. |
response interruption redirection | singing |
Brief hands down with a physical prompts and verbal remionder. | Response interruption redirection may be used to prompt client to vocally respond to a stimulus to interrupt the sterotypy asking questions ,singing etc, |
Response Blocking or Contingent Demand Reinforcement | Scheduled or As-Needed Sensory/Regulation Breaks |
Response Blocking: (physically or verbally interrupting the vocal stereotypy each time it begins) is an acceptable ABA intervention, but it is not typically trauma-informed because: It can feel intrusive or controlling, It may escalate distress if the person uses stereotypy for emotional regulation, It focuses on suppression rather than understanding the person’s needs or providing co-regulation. | Differential Reinforcement of Alternative/Appropriate Behavior (DRA/DRO) with Regulation-Supportive Antecedent Strategies |
sensory extinction | breaks when she can engage in vocal stereotypy |
Response blocking. | Competing stimulus. |
Social story | DRA |
DRL | FCT |
RIRD. | Reinforce lower volume of the behavior that is not disruptive. Allow frequent breaks for Maggie to engage in the behavior. |
Find an alternative way for Maggie to get the same automatic self-reinforcement | Provide choices for different ways for Maggie to get automatic self-reinforcement |
RIRD | identify alternative forms of stereotypy that she can engage in. Teach her to request breaks so that she can engage in this behavior |
Isolating her | /n |
| 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. |
