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Campbell ME, Delgado D, Casey LB, Meindl JN, Hunter WC. Examining the Collateral Effects of Reducing Voice Level on Vocal Stereotypy and Functional Speech. Behav Anal Pract 2021; 14:360-366. [PMID: 34150452 DOI: 10.1007/s40617-020-00526-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/06/2020] [Indexed: 10/22/2022] Open
Abstract
The current study examined the collateral effects of an antecedent intervention for decreasing speech volume on vocal stereotypy. After teaching the participant to use a conversational voice level by providing visual feedback from a decibel meter app, conversational voice levels were differentially reinforced in the presence of a green card. Differential effects in voice magnitude during a green-card condition and a no-card condition were demonstrated using an alternating-treatments design. Results showed a decrease in volume of speech during the green-card condition, an overall decrease in vocal stereotypy, and a decrease to zero levels in loud stereotypical vocalizations. The implications of these findings on the treatment of vocal stereotypy are discussed.
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Affiliation(s)
- Molly E Campbell
- Department of Instruction and Curriculum Leadership, SPED/ABA Program, University of Memphis, TN Memphis, USA
| | - Diana Delgado
- Department of Instruction and Curriculum Leadership, SPED/ABA Program, University of Memphis, TN Memphis, USA
| | - Laura B Casey
- Department of Instruction and Curriculum Leadership, SPED/ABA Program, University of Memphis, TN Memphis, USA
| | - James N Meindl
- Department of Instruction and Curriculum Leadership, SPED/ABA Program, University of Memphis, TN Memphis, USA
| | - William C Hunter
- Department of Instruction and Curriculum Leadership, SPED/ABA Program, University of Memphis, TN Memphis, USA
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2
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Thomas BR, Charlop MH, Lim N, Gumaer C. Effects of socially appropriate singing on the vocal stereotypy of children with autism spectrum disorder. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Benjamin R. Thomas
- Division of Behavioral and Organizational SciencesClaremont Graduate University Claremont California
| | | | - Nataly Lim
- Department of PsychologyClaremont McKenna College Claremont California
| | - Caitlyn Gumaer
- Division of Behavioral and Organizational SciencesClaremont Graduate University Claremont California
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3
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Sivaraman M, Rapp JT. Further Analysis of the Immediate and Subsequent Effect of RIRD on Vocal Stereotypy. Behav Modif 2019; 44:646-669. [PMID: 30961352 DOI: 10.1177/0145445519838826] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although numerous studies have shown that response interruption and redirection (RIRD) can decrease vocal stereotypy displayed by children with autism spectrum disorder, relatively few have evaluated the subsequent effects of RIRD. We evaluated the immediate (when a change agent implemented RIRD) and subsequent (after a change agent discontinued RIRD) effects of RIRD on two participants' vocal stereotypy using a nonconcurrent multiple baseline design with an embedded reversal design combined with a multiple schedule. As a part of the analysis, we conducted the fourth component 25 min after the third component. In addition, we compared the effects of RIRD with 5-min and 20-min components on both participants' vocal stereotypy. Results show that (a) RIRD during either 5-min or 20-min components decreased each participant's immediate engagement in vocal stereotypy, (b) only RIRD during 20-min components decreased each participant's subsequent engagement in vocal stereotypy relative to the no intervention component, and (c) the subsequent effects of RIRD did not extend into the fourth component for either participant.
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Affiliation(s)
- Maithri Sivaraman
- Tendrils Centre for Autism Research and Intervention, Chennai, India
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4
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Cividini-Motta C, Garcia AR, Livingston C, MacNaul HL. The effect of response interruption and redirection with and without a differential reinforcement of alternative behavior component on stereotypy and appropriate responses. BEHAVIORAL INTERVENTIONS 2019. [DOI: 10.1002/bin.1654] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Catia Cividini-Motta
- Department of Child and Family Studies; University of South Florida; Tampa Florida USA
| | - Anna R. Garcia
- Department of Child and Family Studies; University of South Florida; Tampa Florida USA
| | - Cynthia Livingston
- Department of Child and Family Studies; University of South Florida; Tampa Florida USA
| | - Hannah L. MacNaul
- Department of Child and Family Studies; University of South Florida; Tampa Florida USA
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5
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Severini KE, Ledford JR, Robertson RE. Systematic Review of Problem Behavior Interventions: Outcomes, Demographics, and Settings. J Autism Dev Disord 2018; 48:3261-3272. [PMID: 29704142 DOI: 10.1007/s10803-018-3591-0] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Interventions designed to decrease problem behavior for students with ASD are critical and may be differentially important for students from minority groups as those students tend to be assigned more negative outcomes related to problem behavior (e.g., suspensions). School-based interventions intended to decrease problem behavior for individuals with ASD were reviewed; 46 articles including 84 single case designs and 87 participants were analyzed regarding participant demographics, settings and implementers, intervention components, and study characteristics. We assessed outcomes for 55 demonstration designs with adequate rigor. Most research was conducted with students in segregated settings and, although race and ethnicity were rarely reported, proportions were different from other reviews in that children from some minority groups were overrepresented.
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Affiliation(s)
- Katherine E Severini
- Department of Special Education, Vanderbilt University, Peabody Box 228, Nashville, TN, 37208, USA.
| | - Jennifer R Ledford
- Department of Special Education, Vanderbilt University, Peabody Box 228, Nashville, TN, 37208, USA
| | - Rachel E Robertson
- Department of Instruction and Learning, University of Pittsburgh, 5146 Wesley W. Posvar Hall, 230 South Bouquet Street, Pittsburgh, PA, 15260, USA
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6
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Rapp JT, Brogan KM, Cook JL. Effects of auditory stimulation on stereotypy displayed by individuals with neurodevelopmental disorders: A response to Schwartz, Ayres, and Douglas (2017). BEHAVIORAL INTERVENTIONS 2018. [DOI: 10.1002/bin.1522] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- John T. Rapp
- Department of Psychology; Auburn University; Auburn AL USA
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7
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Préfontaine I, Lanovaz MJ, McDuff E, McHugh C, Cook JL. Using Mobile Technology to Reduce Engagement in Stereotypy: A Validation of Decision-Making Algorithms. Behav Modif 2017; 43:222-245. [PMID: 29258329 DOI: 10.1177/0145445517748560] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We developed an iOS app, the iSTIM, designed to support parents of children with autism spectrum disorders (ASD) in reducing common repetitive vocal and motor behavior (i.e., stereotypy). The purpose of our study was to preliminarily test the decision-making algorithms of the iSTIM using trained university students to implement the assessments and interventions. Specifically, we examined the effects of the iSTIM on stereotypy and functional engagement in 11 children with ASD within alternating treatment designs. Using the iSTIM reduced engagement in stereotypy for eight participants and increased functional engagement for four of those participants. Our results indicate that the iSTIM may decrease engagement in stereotypy but that some of the decision-making algorithms may benefit from modifications prior to testing with parents.
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8
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Lyle J, Kapla S, da Silva SP, Maxwell ME. Persistence of food guarding across conditions of free and scheduled feeding in shelter dogs. Appl Anim Behav Sci 2017. [DOI: 10.1016/j.applanim.2017.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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9
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Abstract
Providing noncontingent access to a stimulus until an individual displays behavioral indicators of satiation has been used to determine when an abolishing operation is in effect, but there has been variation in its application in the literature. Four males diagnosed with autism spectrum disorder with tangibly maintained challenging behavior participated in this study. Individualized behavioral indicators were identified and verified to determine when each participant was finished playing with his/her preferred item. Three presession conditions were manipulated including restricted access to the tangible stimulus for 30 min, access to the tangible stimulus until the display of one behavioral indicator, and access to the tangible stimulus until the display of three behavioral indicators. Each presession condition was followed by a tangible condition of the functional analysis to measure challenging behavior. Results indicated that presession access to a tangible stimulus until the display of three behavioral indicators produced a greater abative effect on challenging behavior than one behavioral indicator.
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Belfiore PJ, Kitchen T, Lee DL. Functional analysis of maladaptive behaviors: Rule as a transitive conditioned motivating operation. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 49-50:100-107. [PMID: 26692455 DOI: 10.1016/j.ridd.2015.11.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2015] [Revised: 10/09/2015] [Accepted: 11/14/2015] [Indexed: 06/05/2023]
Abstract
The purpose of this study was to examine the role of a staff-delivered rule on the occurrence of challenging behavior (stereotypic touching) of an adult with severe intellectual disabilities. Four experimental functional analysis conditions were developed: (a) attention, (b) rule+attention, (c) rule only, and (d) control. Results showed that the percentage of intervals in which stereotypic touching responses (STR) occurred was greater within the experimental condition where a rule statement was embedded with contingent attention. Results are discussed in light of the plasticity of functional analysis technology to allow for stimulus variation within the typical social attention condition, and the suggestion that the rule statement, in this study, may function as a Transitive Conditioned Establishing Operation (CEO-T), asserting that the provision of attention is more valued in the presence of the stated rule.
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11
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Rispoli M, O'Reilly M, Lang R, Machalicek W, Kang S, Davis T, Neely L. An examination of within-session responding following access to reinforcing stimuli. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 48:25-34. [PMID: 26524727 DOI: 10.1016/j.ridd.2015.10.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2015] [Revised: 05/10/2015] [Accepted: 10/19/2015] [Indexed: 06/05/2023]
Abstract
Previous research has shown tangibly maintained challenging behavior can be temporarily decreased by providing presession access to the relevant tangible. However, the duration of this beneficial effect is unknown. We measured the subsequent duration of behavior reduction effects following presession access during extended classroom observation sessions by analyzing within-session patterns of responding in three children with autism. An alternating treatments design was used to analyze within- and across-session responding following presession access and presession restriction conditions. The cumulative frequency of challenging behavior was higher following the presession restriction condition for all participants and lower following presession access. Within-session analysis revealed the same basic pattern of responding across participants. Specifically, the first half of the sessions contained very little, if any, challenging behavior; however, after 60 min, the rate of challenging behavior began to increase rapidly for two of the three participants. Results are discussed in terms of implications for practitioners, satiation, habituation, and behavioral contrast.
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Affiliation(s)
- Mandy Rispoli
- Purdue University, West Lafayette, IN, United States.
| | - Mark O'Reilly
- The University of Texas at Austin, Austin, TX, United States
| | - Russell Lang
- Texas State University, San Marcos, TX, United States
| | | | - Soyeon Kang
- The University of Texas at Austin, Austin, TX, United States
| | | | - Leslie Neely
- University of Texas at San Antonio, San Antonio, TX, United States
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13
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Boddy LM, Downs SJ, Knowles ZR, Fairclough SJ. Physical activity and play behaviours in children and young people with intellectual disabilities: A cross-sectional observational study. SCHOOL PSYCHOLOGY INTERNATIONAL 2015. [DOI: 10.1177/0143034314564242] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The benefits of physical activity and active play for children and young people are well established. However, there is a lack of physical activity research involving children and young people with intellectual disabilities. This study investigated habitual physical activity and recess play behaviour in 70 5- to 15-year-old participants with intellectual disabilities using objective methods (accelerometers) and systematic observation techniques. Results showed that few children were active enough to benefit their physical health (23% of the cohort). No differences in habitual physical activity, sedentary behaviour, or recess play behaviours were observed between boys and girls. Participants spent most of their recess time alone or playing in small groups, with no participants engaging in large group play. Older participants spent more recess time playing in small groups rather than playing alone and participants with Autistic Spectrum Disorder spent more time engaged in active pursuits and less time standing than non-Autism Spectrum Disorder participants. Positive correlations were observed between time spent alone and physical activity. These findings contrast with those typically observed in a mainstream school setting. In conclusion, interventions designed from formative research are needed to promote physical activity within this population. Implications for school psychologists are discussed.
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14
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Rispoli M, Camargo S, Machalicek W, Lang R, Sigafoos J. Functional communication training in the treatment of problem behavior maintained by access to rituals. J Appl Behav Anal 2014; 47:580-93. [DOI: 10.1002/jaba.130] [Citation(s) in RCA: 52] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2013] [Accepted: 02/24/2014] [Indexed: 11/09/2022]
Affiliation(s)
| | | | | | - Russell Lang
- Texas State University, Clinic for Autism Research Evaluation and Support
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15
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Carroll RA, Kodak T. An evaluation of interrupted and uninterrupted measurement of vocal stereotypy on perceived treatment outcomes. J Appl Behav Anal 2014; 47:264-76. [PMID: 24764249 DOI: 10.1002/jaba.118] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2012] [Accepted: 02/18/2014] [Indexed: 11/11/2022]
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16
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Mulligan S, Healy O, Lydon S, Moran L, Foody C. An Analysis of Treatment Efficacy for Stereotyped and Repetitive Behaviors in Autism. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2014. [DOI: 10.1007/s40489-014-0015-8] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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17
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Lanovaz MJ, Rapp JT, Long ES, Richling SM, Carroll RA. Preliminary Effects of Conditioned Establishing Operations on Stereotypy. PSYCHOLOGICAL RECORD 2014. [DOI: 10.1007/s40732-014-0027-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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18
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Rispoli M, Camargo SH, Neely L, Gerow S, Lang R, Goodwyn F, Ninci J. Pre-Session Satiation as a Treatment for Stereotypy During Group Activities. Behav Modif 2013; 38:392-411. [DOI: 10.1177/0145445513511631] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Individuals with developmental disabilities may engage in automatically reinforced behaviors that may interfere with learning opportunities. Manipulation of motivating operations has been shown to reduce automatically maintained behavior in some individuals. Considering behavioral indicators of satiation may assist in identifying the point at which an abolishing operation has begun to effect behavior. The purpose of this study was to evaluate the effects of pre-session satiation of automatic reinforcement on subsequent levels of stereotypy and activity engagement during group activities for three males ages 5 to 13 years with developmental disabilities. Following functional analyses with analogue conditions, an alternating treatment design compared a pre-session access to stereotypy condition with a no-pre-session access condition prior to group activity sessions. Results indicated that pre-session satiation of the putative reinforcer produced by stereotypy was effective in decreasing stereotypy and increasing activity engagement during subsequent group activities for all participants. These findings add to the literature supporting the effectiveness of abolishing operations to decrease automatically maintained stereotypy.
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19
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Potter JN, Hanley GP, Augustine M, Clay CJ, Phelps MC. TREATING STEREOTYPY IN ADOLESCENTS DIAGNOSED WITH AUTISM BY REFINING THE TACTIC OF “USING STEREOTYPY AS REINFORCEMENT”. J Appl Behav Anal 2013; 46:407-23. [DOI: 10.1002/jaba.52] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2012] [Accepted: 11/04/2012] [Indexed: 11/12/2022]
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20
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Jin CS, Hanley GP, Beaulieu L. AN INDIVIDUALIZED AND COMPREHENSIVE APPROACH TO TREATING SLEEP PROBLEMS IN YOUNG CHILDREN. J Appl Behav Anal 2013; 46:161-80. [DOI: 10.1002/jaba.16] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2012] [Accepted: 10/23/2012] [Indexed: 11/10/2022]
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21
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Rapp JT, Swanson G, Sheridan SM, Enloe KA, Maltese D, Sennott LA, Shrader L, Carroll RA, Richling SM, Long ES, Lanovaz MJ. Immediate and subsequent effects of matched and unmatched stimuli on targeted vocal stereotypy and untargeted motor stereotypy. Behav Modif 2012; 37:543-67. [PMID: 23144173 DOI: 10.1177/0145445512461650] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The authors evaluated the effects of matched and unmatched stimuli on immediate and subsequent engagement in targeted vocal stereotypy (Experiment 1) and untargeted motor stereotypy (Experiment 2). Results of Experiment 1 showed that (a) matched stimulation decreased immediate engagement in vocal stereotypy for 8 of 11 participants and increased subsequent engagement in vocal stereotypy for only 1 of the 8 participants and (b) unmatched stimulation decreased immediate engagement in vocal stereotypy for only 1 of 10 participants and did not increase subsequent engagement in vocal stereotypy for this participant. Results of Experiment 2 showed that for 8 of 14 participants, untargeted stereotypy increased when the matched or unmatched stimulus was present, after it was removed, or both. The authors briefly discuss the potential clinical implications of using matched stimulation to decrease vocal stereotypy and limitations of the findings.
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Affiliation(s)
- John T Rapp
- St. Cloud State University, St. Cloud, MN 56301-4498, USA.
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22
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O'Reilly M, Fragale C, Gainey S, Kang S, Koch H, Shubert J, Zein FE, Longino D, Chung M, Xu Z, White P, Lang R, Davis T, Rispoli M, Lancioni G, Didden R, Healy O, Kagohara D, van der Meer L, Sigafoos J. Examination of an antecedent communication intervention to reduce tangibly maintained challenging behavior: a controlled analog analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:1462-1468. [PMID: 22543058 DOI: 10.1016/j.ridd.2012.03.017] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2012] [Accepted: 03/08/2012] [Indexed: 05/31/2023]
Abstract
We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used to compare the effects of the antecedent communication intervention versus a no antecedent communication intervention condition. Immediately following the antecedent manipulations students were exposed to the tangible condition of the functional analysis. Results indicate that the antecedent communication intervention reduced challenging behavior in the subsequent tangible test condition for all three students. The importance of examining antecedent interventions to treat challenging behavior from a function analytic perspective is discussed.
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Affiliation(s)
- Mark O'Reilly
- Department of Special Education, 1 University Station D5300, The University of Texas at Austin, Austin, TX 78712, USA.
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23
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Simó-Pinatella D, Font-Roura J, Planella-Morató J, McGill P, Alomar-Kurz E, Giné C. Types of Motivating Operations in Interventions With Problem Behavior. Behav Modif 2012; 37:3-38. [DOI: 10.1177/0145445512448096] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
A motivating operation (MO) alters both the effectiveness of a stimulus as a reinforcer and the current frequency of all behavior that has been reinforced by that particular stimulus. This article reviews studies that have manipulated a MO during interventions with school-age participants with intellectual disabilities and problem behavior. A systematic review was conducted using the following major electronic databases: PsychInfo, Education Resources Information Center, Science Direct, Blackwell, SAGE, and Medline. A total of 31 published articles representing 55 participants was examined. Findings from this study suggest that the modification of a MO usually has an effect on the problem behavior by either establishing or abolishing its motivation. Furthermore, a relationship was found between the type of MO and the behavioral function identified. The theoretical and practical implications of these findings, limitations of this study and potential issues for future research are discussed.
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Lanovaz MJ, Sladeczek IE, Rapp JT. EFFECTS OF NONCONTINGENT MUSIC ON VOCAL STEREOTYPY AND TOY MANIPULATION IN CHILDREN WITH AUTISM SPECTRUM DISORDERS. BEHAVIORAL INTERVENTIONS 2012. [DOI: 10.1002/bin.1345] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Marc J. Lanovaz
- Department of Educational and Counselling Psychology; McGill University; 3700 McTavish Street; Montreal; QC; H3A 1Y2; Canada
| | - Ingrid E. Sladeczek
- Department of Educational and Counselling Psychology; McGill University; 3700 McTavish Street; Montreal; QC; H3A 1Y2; Canada
| | - John T. Rapp
- Department of Community Psychology and Educational Leadership; St. Cloud State University; 720 4th Avenue South, St. Cloud; MN; 56301-4498; USA
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25
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Lanovaz MJ, Sladeczek IE, Rapp JT. Effects of music on vocal stereotypy in children with autism. J Appl Behav Anal 2012; 44:647-51. [PMID: 21941398 DOI: 10.1901/jaba.2011.44-647] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2010] [Accepted: 09/09/2010] [Indexed: 10/28/2022]
Abstract
We examined the effects of manipulating the intensity (i.e., volume) of music on engagement in vocal stereotypy in 2 children with autism. Noncontingent access to music decreased immediate engagement in vocal stereotypy for each participant, but it produced only marginal effects on subsequent engagement in the behavior (i.e., after withdrawal). Manipulating the intensity of music did not produce differential effects on immediate engagement in vocal stereotypy. The implications of the results and applications for future research are discussed.
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26
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Hurwitz S, Minshawi NF. Methods of Defining and Observing Behaviors. FUNCTIONAL ASSESSMENT FOR CHALLENGING BEHAVIORS 2012. [DOI: 10.1007/978-1-4614-3037-7_6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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27
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Fragale CL, O'Reilly MF, Aguilar J, Pierce N, Lang R, Sigafoos J, Lancioni G. The influence of motivating operations on generalization probes of specific mands by children with autism. J Appl Behav Anal 2012; 45:565-77. [PMID: 23060669 PMCID: PMC3469301 DOI: 10.1901/jaba.2012.45-565] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2011] [Accepted: 01/17/2012] [Indexed: 10/27/2022]
Abstract
We investigated the influence of motivating operations on the generalization of newly taught mands across settings and communication partners for 3 children with autism. Two conditions were implemented prior to generalization probes. In the first condition, participants were given access to a preferred item until they rejected the item (i.e., abolishing operation). In the second condition, the item was not available to participants prior to generalization probes (i.e., establishing operation). The effects of these conditions on the generalization of newly taught mands were evaluated in a multielement design. Results indicated differentiated responding during generalization probes in which more manding with the target mand was observed following the presession no-access condition than in the presession access condition. These results support the consideration of motivating operations when assessing generalization of target mands to various untrained contexts.
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Affiliation(s)
- Christina L Fragale
- The Meadows Center for Preventing Educational Risk, University of Texas at Austin, USA.
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28
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Watkins N, Paananen L, Rudrud E, Rapp JT. Treating Vocal Stereotypy With Environmental Enrichment and Response Cost. Clin Case Stud 2011. [DOI: 10.1177/1534650111429377] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The authors describe the assessment and treatment of vocal stereotypy in two children diagnosed with an autism spectrum disorder. Both the case studies evaluated the effectiveness of response cost (RC). The RC interventions quickly reduced and eventually eliminated the vocal stereotypy in one participant and reduced it to near-zero levels in the second. Postintervention probes for one participant confirmed the continued reduction of vocal stereotypy 1 month after treatment and its elimination 8 months after treatment. Directions for future research are also discussed.
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29
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Stangeland LA, Smith DP, Rapp JT. An evaluation of the effects of experimenter control of objects on individuals' engagement in object stereotypy. Behav Modif 2011; 36:182-98. [PMID: 22133993 DOI: 10.1177/0145445511427194] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In two experiments, the authors evaluated the extent to which (a) individuals preferred engaging in object stereotypy versus observing an experimenter while the experimenter engaged in object stereotypy and (b) an experimenter's engagement in object stereotypy decreased the participants' engagement in object stereotypy. Results of Experiment 1 indicated that behaver-controlled (BC) object stereotypy was preferred over experimenter-controlled (EC) object stereotypy by three of four participants. Results of Experiment 2 indicated that EC object stereotypy decreased object stereotypy for only one of three participants. Implications of these findings for determining the relative importance of control over stimulation generated by stereotypy are briefly discussed.
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Lanovaz MJ, Sladeczek IE. Vocal Stereotypy in Individuals With Autism Spectrum Disorders. Behav Modif 2011; 36:146-64. [DOI: 10.1177/0145445511427192] [Citation(s) in RCA: 55] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Vocal stereotypy is a common problem behavior in individuals with autism spectrum disorders that may interfere considerably with learning and social inclusion. To assist clinicians in treating the behavior and to guide researchers in identifying gaps in the research literature, the authors provide an overview of research on vocal stereotypy in individuals with autism spectrum disorders. Specifically, the authors review the research literature on behavioral interventions to reduce engagement in vocal stereotypy with an emphasis on the applicability of the procedures in the natural environment and discuss the clinical implications and limitations of research conducted to date. Researchers have shown that several antecedent-based and consequence-based interventions may be effective at reducing vocal stereotypy. However, the review suggests that more research is needed to assist clinicians in initially selecting interventions most likely to produce desirable changes in vocal stereotypy and collateral behavior in specific circumstances.
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Affiliation(s)
- Marc J. Lanovaz
- Centre de réadaptation de l’Ouest de Montréal, Quebec, Canada
- McGill University, Montreal, Quebec, Canada
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Lanovaz MJ. Towards a comprehensive model of stereotypy: integrating operant and neurobiological interpretations. RESEARCH IN DEVELOPMENTAL DISABILITIES 2011; 32:447-455. [PMID: 21236636 DOI: 10.1016/j.ridd.2010.12.026] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2010] [Accepted: 12/16/2010] [Indexed: 05/30/2023]
Abstract
The predominant models on the emergence and maintenance of stereotypy in individuals with developmental disabilities are based on operant and neurobiological interpretations of the behavior. Although the proponents of the two models maintain largely independent lines of research, operant and neurobiological interpretations of stereotypy are not mutually exclusive. The paper reviews the two models of stereotypy and proposes an integrated model using recent findings on the neurobiology of reinforcement. The dopaminergic system and the basal ganglia are both involved in stereotypy and in reinforcement, which provides a potential link between the models. Implications of the integrated model for future research are discussed in terms of improving the assessment and treatment of stereotypy in individuals with developmental disabilities.
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Affiliation(s)
- Marc J Lanovaz
- Department of Educational and Counselling Psychology, McGill University, 3700 McTavish St., Montreal, QC, Canada H3A 1Y2.
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