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Miller, Terry L.; Lignugaris-Kraft, Benjamin

doi:10.1023/a:1021158221644

Cited by 7 publications

(1 citation statement)

References 16 publications

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“…The outcome of such training involves the subject producing appropriate responses in the presence of predictive reinforcing stimuli and appropriate behaviors (the non-emission of stereotyped behavior) in the presence of predictive extinction or punishment stimuli. This stimulus control procedure has been used in some research to teach adaptive responses to individuals diagnosed with autism, including communication, social, academic, vocational, and self-care skills [ 30 , 31 ]. Several recent studies document the effects of decreasing maladaptive behavior by making use of discrimination training [ 27 , 32 , 33 , 34 , 35 ].…”

Section: Introductionmentioning

confidence: 99%

Stimulus Control Procedure for Reducing Vocal Stereotypies in an Autistic Child

Esposito

Pignotti

Mondani³

et al. 2021

Children

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Stereotyped vocal behavior exhibited by a seven-year-old child diagnosed with autism spectrum disorder and maintained by automatic reinforcement was placed under stimulus control through discrimination training. The training consisted of matching a green card (SD) with free access to vocal stereotypy and a red card (SD-absent) with interruption of stereotypy and vocal redirection. At the same time, appropriate behaviors were reinforced. After discrimination training, the child rarely engaged in vocal stereotypy in the red card condition and, to a greater extent, in the green card condition, demonstrating the ability to discriminate between the two different situations. After the training, the intervention began. Once they reached the latency criterion in the red stimulus condition, the child could have free access to vocal stereotypy (green card condition). The latency criterion for engaging in stereotypy was gradually increased during the red card condition and progressively decreased during the green card condition. The intervention follows a changing criterion design. This study indicates that stimulus discrimination training is a useful intervention to reduce vocal stereotypy in an autistic child.

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Section: Introductionmentioning

confidence: 99%

Stimulus Control Procedure for Reducing Vocal Stereotypies in an Autistic Child

Esposito

Pignotti

Mondani³

et al. 2021

Children

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A Stimulus Control Procedure to Decrease Motor and Vocal Stereotypy

O'Connor

Prieto

Hoffmann

et al. 2011

Behavioral Interventions

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A changing criterion design was used to examine the effects of two stimuli (a green card and a red card), conditioned via discrimination training, on reducing motor and vocal stereotypy in a youngster with autism while he looked at books. During discrimination training, motor and vocal stereotypy was not interrupted in the presence of a green stimulus, but was interrupted in the presence of a red stimulus using manual guidance and appropriate behavior was reinforced. After the participant demonstrated successful discrimination of the stimuli (i.e., the absence of stereotypy in the presence of a red stimulus and the engagement in stereotypy in the presence of a green stimulus), intervention began. During intervention, upon meeting criterion for latency to engage in motor and vocal stereotypy in the presence of the red stimulus for a target duration, the participant was provided access to the green stimulus, which signaled that motor and vocal stereotypy would not be interrupted. The criterion latency to engage in stereotypy in the presence of the red stimulus was systematically increased. Simultaneously, the duration of access to the green stimulus was systematically decreased. The red and green stimuli were faded from poster boards to colored 10Â10cm cards, and stimulus control was generalized to the participant's classroom and to a community setting (i.e., public library). Results are discussed in terms of discrimination training as a useful intervention for reducing motor and vocal stereotypy.

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A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing From Sources by Middle School Students

Reynolds

Perin

2009

Reading Psychology

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Cited by 7 publications

References 16 publications

Stimulus Control Procedure for Reducing Vocal Stereotypies in an Autistic Child

Stimulus Control Procedure for Reducing Vocal Stereotypies in an Autistic Child

A Stimulus Control Procedure to Decrease Motor and Vocal Stereotypy

A Comparison of Text Structure and Self-Regulated Writing Strategies for Composing From Sources by Middle School Students

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