Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model

The purpose of this study was to expand on research on treatments for stereotypy by evaluating the effects of response interruption and redirection (RIRD) and response cost (RC) alone and as a treatment package on vocal stereotypy. Treatment phases included RIRD, RC, and response interruption and redirection plus response cost (RIRD + RC).The efficacy of these treatments was determined by measuring duration of stereotypy in session and during treatment intervals. Vocal stereotypy decreased in all three treatment conditions; however, when data analysis included stereotypy occurring during treatment intervals, stereotypy during the RC condition occurred at similar levels as baseline for one treatment evaluation phase for Karl and both treatment evaluations phases for Jon. We discuss implications of these findings, limitations of the current study, and areas for future research.

Section: Introductionmentioning

confidence: 99%

Further evaluation of treatments for vocal stereotypy: Response interruption and redirection and response cost

McNamara

Cividini‐Motta

2019

“…According to Lanovaz et al (), subsequent reductions in behavior are indicative of a functional match, or that the stimulation had similar consequences to that of the child's stereotypy. For example, studies using noncontingent access to auditory stimulation have shown subsequent decreases in vocal stereotypy for some children after they are no longer listening to music or human voices (Lanovaz et al, ; Lanovaz et al, ; Lanovaz et al, ; Lanovaz et al, ; Saylor et al, ), suggesting it's effective as an AO (Laraway et al, ). Yet, the same procedures did not serve as AOs for vocal stereotypy across many other children who resumed vocal stereotypy immediately after the auditory stimulation was removed (Lanovaz et al, ; Lanovaz et al, ; Lanovaz et al, ; Lanovaz et al, ; Saylor et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have examined the effects of noncontingent auditory stimulation on vocal stereotypy thought to be maintained by nonsocial auditory consequences (Gibbs, Tullis, Thomas, & Elkins, ; Lanovaz, Sladeczek, & Rapp, ; Lanovaz, Sladeczek, & Rapp, ). For example, in a series of studies, Lanovaz and colleages (Lanovaz et al, , , ) showed that noncontingent access to music can lead to immediate reductions in vocal stereotypy, as well as increased toy engagement in children with ASD. Across the studies, however, the effects only maintained for two participants after listening to the music.…”

Section: Introductionmentioning

confidence: 99%

“…Lasting positive effects, however, may be limited for some individuals with this type of intervention. For example, although listening to music has been associated with an increase in appropriate motor behaviors such as toy play and task engagement (Lanovaz et al, ; Lanovaz et al, ), the musical activity could interfere with participating in therapeutic, educational, or social activities that involve speaking, or listening to others. Additionally, reductions in vocal stereotypy have rarely maintained immediately after the matched‐auditory stimulation interventions were withdrawn.…”

Section: Introductionmentioning

confidence: 99%

“…In sum, the literature appears to suggest that for intervention procedures to be effective at reducing subsequent occurrences of stereotyped behavior, the stimulation provided must either be a functional match (Lanovaz et al, ; Lanovaz et al, ; Lanovaz et al, ; Saylor et al, ), or the stimulation must be produced by the individual while s/he is engaging in stereotypy (i.e., access to stereotypy; e.g., Lang et al, , ; Rispoli et al, ). Because vocal stereotypy might be multiply maintained by auditory and physical sensations of vocalizing (e.g., vocal cord vibrations) for some individuals, an intervention that provides access to vocalizing might be ideal for addressing the potential of both sources of reinforcement.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of socially appropriate singing on the vocal stereotypy of children with autism spectrum disorder

Thomas

Charlop

Lim

et al. 2020

This study evaluated the effects of children with autism spectrum disorder engaging in socially acceptable singing on their vocal stereotypy. A multiple-baseline across four participants with embedded multielement designs was used to assess the effects of the singing intervention upon later occurrence of vocal stereotypy for each participant. Results showed that fewer instances of vocal stereotypy occurred during and after singing intervention sessions. Additionally, two children began to emit appropriate singing after intervention, which suggests that the topography of their vocal stereotypy (e.g., monosyllabic or screeching sounds) was altered to some extent. Overall, results suggest positive implications for teaching appropriate vocal behaviors as functional replacements for vocal stereotypy. K E Y W O R D S abolishing operation, autism spectrum disorder, replacement behavior, singing, vocal stereotypy

Treatments for automatically reinforced vocal stereotypy for individuals with autism spectrum disorder: A literature and meta‐analytic review

Mantzoros

McCoy

Lee

2022

Individuals with Autism Spectrum Disorder may engage in repetitive vocal behaviors which interfere with a structured environment and social inclusion. If untreated, these vocal behaviors maintain into adulthood potentially impeding gainful employment and independent living. This analysis specifically focused on treatments available for presumed or functionally determined automatically reinforced repetitive vocal behaviors, also known as vocal stereotypy. For this review, a systematic keyword search of the literature identified 66 articles and a Tau-U measure of effect size was calculated for 34 eligible studies in order to determine impact of interventions on vocal stereotypy. Of the single-component interventions assessed, three interventions demonstrated a very large effect: interactive activity (0.94), self-management (0.89), and response interruption and redirection (interrupted measurement, 0.86). Additionally, 92% of treatment packages reached a very large effect (0.85-1.00), all of which included stimulus control and/or response cost intervention components. Theoretical and practical applications are discussed, as well as implications for future research.