A retrospective analysis of stereotypy: Applicability of the behavioral subtyping model

Recent research on automatically reinforced self-injurious behavior (ASIB) has identified specific patterns of responding in functional analyses that correlate with intervention efficacy (Hagopian et al., 2015; Hagopian et al., 2017). Whereas research by Hagopian et al. (2015, 2017) points to an important development in the assessment and treatment of ASIB, it is unclear if the applicability extends to automatically reinforced noninjurious behaviors, including stereotypy. Therefore, the current study replicated the methods of Hagopian et al. (2017), extending this research to published cases of stereotypy and related behavior. The behavioral subtype for each case was identified, and where applicable, the subtype was compared to intervention outcome data. The categorization of data sets as either Subtype 1 or Subtype 2 did not correspond with specific treatment outcomes. Unlike the results of Hagopian et al. (2015, 2017), reinforcement-based interventions were not more likely to be effective for Subtype 1 stereotypy than for Subtype 2 stereotypy.

Further Analysis of the Immediate and Subsequent Effect of RIRD on Vocal Stereotypy

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.

Randomization Tests for Single Case Designs with Rapidly Alternating Conditions: An Analysis of p-Values from Published Experiments

Two common barriers to applying statistical tests to single-case experiments are that single-case data often violate the assumptions of parametric tests and that random assignment is inconsistent with the logic of single-case design. However, in the case of randomization tests applied to single-case experiments with rapidly alternating conditions, neither the statistical assumptions nor the logic of the designs are violated. To examine the utility of randomization tests for single-case data, we collected a sample of published articles including alternating treatments or multielement designs with random or semi-random condition sequences. We extracted data from graphs and used randomization tests to estimate the probability of obtaining results at least as extreme as the results in the experiment by chance alone (i.e., p-value). We compared the distribution of p-values from experimental comparisons that did and did not indicate a functional relation based on visual analysis and evaluated agreement between visual and statistical analysis at several levels of α. Results showed different means, shapes, and spreads for the p-value distributions and substantial agreement between visual and statistical analysis when α = .05, with lower agreement when α was adjusted to preserve family-wise error at .05. Questions remain, however, on the appropriate application and interpretation of randomization tests for single-case designs.

Trial-Based Functional Analysis Informs Treatment for Vocal Scripting

Research on trial-based functional analysis has primarily focused on socially maintained challenging behaviors. However, procedural modifications may be necessary to clarify ambiguous assessment results. The purposes of this study were to evaluate the utility of iterative modifications to trial-based functional analysis on the identification of putative reinforcement and subsequent treatment for vocal scripting. For all participants, modifications to the trial-based functional analysis identified a primary function of automatic reinforcement. The structure of the trial-based format led to identification of social attention as an abolishing operation for vocal scripting. A noncontingent attention treatment was evaluated using withdrawal designs for each participant. This noncontingent attention treatment resulted in near zero levels of vocal scripting for all participants. Implications for research and practice are presented.

Analysis of Behavioral Indicators as a Measure of Satiation

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.

Introduction to the Special Issue: Assessment and Treatment of Stereotypy

Stereotypy is often characterized as repetitious, invariant behavior that generates its own reinforcing consequence. Stereotypy represents a unique treatment challenge, because the consequences produced by stereotypy cannot be directly controlled by the practitioner. Likewise, practitioners have relatively few options for identifying the function of repetitive behavior. Recently, several researchers have been conducting empirical studies to address these issues. This article introduces a special issue presenting some of these recent developments in the assessment and treatment of stereotypy and related behavior.

Effects of Antecedent Exercise on Academic Engagement and Stereotypy During Instruction

Antecedent physical exercise has emerged as a potentially promising treatment for reducing challenging behavior and increasing academic behavior in individuals with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effects of physical exercise conducted prior to instructional sessions (antecedent physical exercise) on academic engagement and stereotypy during instructional sessions for two children diagnosed with ASD. Functional analysis results suggested stereotypy was maintained by automatic reinforcement for both participants. A multielement design was employed to evaluate academic engagement and stereotypy during instructional sessions following randomly sequenced conditions involving either (a) no antecedent exercise, (b) brief durations of antecedent exercise, or (c) antecedent exercise that continued until the participant engaged in a systematically determined behavioral indicator of satiation. Both participants demonstrated higher levels of academic engagement and reduced levels of stereotypy during the instructional sessions which followed antecedent physical exercise that continued until behavioral indicators of satiation occurred. This study replicates previous research suggesting that individuals with ASD may benefit from physical exercise prior to academic instruction and further suggests that the duration of antecedent exercise may be optimally individualized based on behavioral indicators of satiation.