Association for Behavior Analysis International

Response Interruption and Redirection (RIRD) has been shown to be an effective intervention for the treatment of stereotypy (Ahearn et al., 2007). This symposium includes three data-based presentations further evaluating various aspects of this treatment. In the first presentation, Mariana Torres-Viso will present a study evaluating if RIRD task selection affects the effectiveness of the procedure. In the second presentation, Tamara Perry will present a study evaluating the effects of RIRD during discrete trial instruction on expressive and receptive language skills in children with autism. In the last presentation, Kimberly Sloman will present a study evaluating the compatibility of RIRD with ongoing academic demands as well as the effects of stimulus control procedures to improve the generalization of treatment effects. Finally, Dr. William Ahearn will present a discussion of the three studies.

Previous research has shown that response interruption and redirection (RIRD) is an effective intervention for automatically reinforced vocal stereotypy (e.g., Ahearn et al. 2007). Two forms of RIRD are motor RIRD (e.g., asking the student to imitate when the teacher models certain movements) and vocal RIRD (e.g., asking the student to engage in vocal tasks such as echoing the teacher). Research has shown that these forms result in similar reductions in stereotypic behavior (e.g., Ahrens et al. 2011, Cassella et al., 2011). Research on the underlying mechanisms of RIRD has indicated that the procedure functions as a punisher to stereotypy (rather than extinction). Target demands for the RIRD are often arbitrarily chosen. However, if certain demands do not function as punishers, then RIRD may not be effective. The purpose of the current study was to assess the effectiveness of various tasks (e.g., mastered motor and vocal tasks, tasks identified as non-preferred via choice assessments) on the efficacy of RIRD. Preliminary results indicate that for some individuals, differential effectiveness was observed across tasks.

Vocal stereotypy maintained by automatic reinforcement is a difficult behavior to treat in children with autism spectrum disorders (ASD). One intervention that has shown to be effective is response interruption and redirection (RIRD; Ahearn et al., 2007). However, little is known about the efficacy of RIRD during discrete trial instruction (DTI) and the effects of vocal stereotypy on learning. Given the inherent teaching component within RIRD, in which previously acquired vocal tasks are practiced, the repetition of these tasks may increase the likelihood that children will maintain these and similar responses over time. Moreover, it is possible that children will be able to learn more effectively once vocal stereotypy responses are reduced. The purpose of this study was to evaluate the effects of the treatment of vocal stereotypy via RIRD during DTI on expressive and receptive language skills, as measured by the Preschool Language Scale-4, in children with ASD between three to five years of age. Language skills and stereotypy levels were compared to children who received DTI without RIRD. In addition, data are included on the natural maturation of language skills in preschoolers with ASD who received alternative therapies (e.g., occupational therapy, music therapy) without early intensive behavioral intervention.

Previous research has shown that response interruption and redirection (RIRD) is an effective intervention for automatically reinforced vocal stereotypy (e.g., Ahearn et al. 2007). In general, RIRD procedures involve presenting demands to the student contingent upon vocal or motor stereotypy. Some disadvantages to this approach have been noted including: a) the amount of time spent in the RIRD procedure and b) failure of treatment effects to generalize to different staff members. Additionally, compatibility with ongoing academic demands has not been assessed. The purpose of the current investigation is to evaluate RIRD during academic demands compared to no treatment academic sessions to assess levels of stereotypy, rate of demands, time in RIRD, compliance with demands across RIRD and no treatment sessions. Additionally the purposes of the current study are to evaluate the effects of stimulus control procedures on the generalization responding to the RIRD procedure during various academic tasks. Preliminary research indicates that although stereotypy was lower in RIRD sessions, nearly 33.0% of the work session was spent implementing RIRD. However, the addition of stimulus control procedures reduced the total time in RIRD and improved generalization of treatment effects.