A comparison of <scp>RIRD</scp> within chained and multiple schedules in the treatment of vocal stereotypy

Sloman, Kimberly N.; McGarry, Kacie M.; Kishel, Catherine; Hawkins, Allison

doi:10.1002/jaba.906

Cited by 7 publications

(4 citation statements)

References 31 publications

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“…It was believed at the time that echolalia should be abated through behaviour modification training, and functional language should be taught as a replacement (Lovaas, 1987; Lovaas et al, 1974). This is still the opinion held by some behaviourally-oriented professionals, as evidenced by an ongoing cascade of abatement intervention trials designed to target vocal stereotypy, including echolalic utterances (Giles et al, 2018; Healy et al, 2019; Lanovaz et al, 2012; Sloman et al, 2022).…”

mentioning

confidence: 99%

Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism

Cohn¹,

Harrison

Stiegler

2022

Autism & Developmental Language Impairments

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Background and Aims Echolalia, the repetition of speech, is highly prevalent in school aged children with Autism. Prior research has found that individuals with echolalia use their repetitions to engage in communicatively functional speech, in the absence of self-generated speech. Educators are the natural audience for a wide vary of echoed utterances across environments and in differing contexts. The objectives of this paper were three-fold: (1) to systematically investigate how researchers identify and ascribe communicative function to echoed utterances; (2) to gather and evaluate the evidence that might assist teachers to identify and better understand echoed utterances as being communicatively purposeful; and (3) to provide teachers with evidence-informed response strategies they can use to assist their students on their journey towards more self-generated speech. Main Contribution Prior research in the field of echolalia has generally been segmented into opposing viewpoints. A paucity of work in the echolalia field has meant that there is limited work that has sought to view how a communicative function to echolalia has been ascribed from across multiple disciplines and fields. As such, there is limited literature to guide the practice of classroom educators. This review combines communicative models from across various disciplines with the view to supporting classroom educators by providing guidance on how they might assist their students with echolalia. This review represents the first contribution to the research literature in this area. Conclusions and Implications Research into echolalia did not originally emanate from the field of education; however, anecdotes from classroom educators were cited as the primary impetus for the creation of some of the communicatively functional models. We found that although there are many techniques that researchers have used to attribute a communicative function to echolalia, some of these can be easily employed by educators in their practice. By adopting these techniques, educators are placed in a position that may assist with the identification of communicative echolalia; subsequently they are better placed to acknowledge and respond to their students.

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mentioning

confidence: 99%

Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism

Cohn¹,

Harrison

Stiegler

2022

Autism & Developmental Language Impairments

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“…Additional stimuli used included colored shirts (22.2%), wristbands or bracelets (11.1%), and a hat and sunglasses (5.5%). Experimenters less commonly employed chained schedules (4.2%; O’Connor et al, 2011; Sloman et al, 2022); conditions in these applications were signaled by a colored card (50.0%) or a token board (50.0%). Mixed schedules were used least often of the included experiments (2.1%; Sloman et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

“…We could not code the termination criteria for 4.2% of experiments. Although we did not code along this dimension, it is important to note that multiple studies programmed for schedule thinning of the RIRD procedure (Martinez et al, 2016;Sloman et al, 2017Sloman et al, , 2022.…”

Section: Rird Sequence Deliverymentioning

confidence: 99%

Response interruption and redirection: A scoping review of its procedural permutations and participant pools.

Breeman,

Vladescu,

Sidener

et al. 2024

Behavior Analysis: Research and Practice

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Behaviors maintained by automatic reinforcement pose unique challenges for behavior analysts because identifying and controlling the maintaining consequence variables can be difficult or even impossible. Response interruption and redirection (RIRD) is an evidence-based procedure to reduce such behaviors (Dowdy et al., 2020). While this intervention approach has been reviewed, those previous reviews of the literature have not analyzed the various methodologies across RIRD applications or identified whether RIRD has been applied to a diverse sampling of participants. The purpose of this scoping review was to code RIRD experiments across additional dimensions from previous reviews and include applications to several topographies of behaviors maintained by automatic reinforcement across studies and individuals. Across four databases, peer-reviewed articles were included for review if they were published in English, reported individual participant data (including baseline), and manipulated RIRD as an independent variable. The search was completed in April 2022. A total of 43 articles, for a total number of 123 participants, were included. We found that, while target participants and dependent variables often overlap, RIRD procedures varied across experiments. Our findings suggest that RIRD experiments would benefit from evaluation of different procedural variations. Limitations are discussed.

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“…This epistemology was embraced by applied behaviour analysis (ABA) and the work of Lovaas (1966), who advanced the eradication of repetitious speech (Lovaas, 1977; Lovaas et al, 1974). Since this time, the behavioural sciences, which use the term ‘vocal stereotypy’ to label echolalia, have set about to see its abatement or suppression (Ahearn et al, 2007; Colon & Ahearn, 2019; Sloman et al, 2022). These professionals rationalise their behaviour modification therapy from the viewpoint that echolalia interferes with the learning environment, is not socially acceptable and it may hinder relationship formation (Haley et al, 2010; Healy et al, 2019; Liu-Gitz & Banda, 2009).…”

mentioning

confidence: 99%

‘Let me tell you, I see echolalia as being a part of my son’s identity’: Exploring echolalia as an expression of neurodiversity from a parental perspective

Cohn,

Harrison,

McVilly

2023

Autism

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Echolalia has been described as the repetition of words, phrases, songs or other more elaborate dialogues uttered by another person, which may be immediate or delayed (International Classification of Diseases, 11th Revision; Diagnostic and Statistical Manual of Mental Disorders, 5th ed.). Some classify echolalia as a communication impairment reflective of delay, while others consider it a restricted, repetitive pattern of behaviours, without meaningful communicative function. Little attention is given to the experiences of non-clinicians, such as parents or teachers who may hold valuable insights to further our understanding of this phenomenon. This study forms part of a larger programme of inquiry which interviewed parents ( N = 133) about their experiences of their sons’ and daughters’ echolalia. Using hermeneutic phenomenological analysis in an abductive framework, we present a perspective of echolalia that has largely remained silent in literature: echolalia as an expression of neurodiversity. Participants push back against the status quo of intervention, reclaiming echolalia as being a part of their child’s identity. Participants want their children to not only enjoy their echolalia but to fully embrace it as being a part of their individual identity. We propose alternatives to a purely clinical perspective of echolalia; alternatives that may place the neurodiversity-affirmative perspectives of our participants in a co-existing tension with clinicians. Lay abstract Echolalia is a commonly found speech and language condition in autistic children. Children with echolalia repeat words and phrases they previously hear in place of proving a non-repetitive response. In research and when visiting speech and language services, one of the common goals is to modify these repetitions so that these children may, more socially, engage with their surrounding environment. In our research, we identified that not all parents want their children’s echolalia to be modified. Some parents want their child to be able to enjoy echolalia and others don’t want anyone to intervene because they see it as something that makes their child unique and being unique is something to be celebrated. We believe that there might be a way for speech and language services who want to modify echolalia and the parents in our study who do not want their child’s echolalia to be modified, to be able to exist side-by-side.

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A comparison of RIRD within chained and multiple schedules in the treatment of vocal stereotypy

Cited by 7 publications

References 31 publications

Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism

Repeating purposefully: Empowering educators with functional communication models of echolalia in Autism

Response interruption and redirection: A scoping review of its procedural permutations and participant pools.

‘Let me tell you, I see echolalia as being a part of my son’s identity’: Exploring echolalia as an expression of neurodiversity from a parental perspective

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