Functional Assessment and Treatment of Perseverative Speech About Restricted Topics in an Adolescent With Asperger Syndrome

Abstract

A functional analysis showed that a 14-year-old boy with Asperger syndrome displayed perseverative speech (or "restricted interests") reinforced by attention. To promote appropriate speech in a turn-taking format, we implemented differential reinforcement (DR) of nonperseverative speech and DR of on-topic speech within a multiple schedule with stimuli that signaled the contingencies in effect and who was to select the topic. Both treatments reduced perseverative speech, but only DR of on-topic speech increased appropriate turn taking during conversation. Treatment effects were maintained when implemented by family members and novel therapists.

Multiple schedules in practical application: Research trends and implications for future investigation

“…For example, Jarmolowicz et al (2009) used a green card to signal periods of reinforcement and a red card to signal periods of EXT during schedule thinning with one girl with autism. The cards acquired discriminative control over an FCR in this study, and similar stimuli have been sufficient to produce stimulus control over target responding in both clinical and typical environments (Álvarez et al, 2014; Cammilleri et al, 2008; Fisher et al, 1998, 2013; Hagopian et al, 2004; Hagopian, Bruzek, Bowman, & Jennett, 2007; Heald, Allen, Villa, & Oliver, 2013; Luczynski & Hanley, 2014; Sidener et al, 2006; Tiger & Hanley, 2004, 2005; Vargo et al, 2014). Contrived stimuli such as colored cards offer the advantage that they are unlikely to have been associated with previous contingencies or idiosyncratic learning histories.…”

“…Multiple schedules have been shown to be an effective treatment component for high-rate appropriate social behaviors (55.1%; Grow, LeBlanc, & Carr, 2010; Sidener, Shabani, Carr, & Roland, 2006; Tiger & Hanley, 2004, 2005; Tiger, Hanley, & Heal, 2006; Tiger, Hanley, & Larsen, 2008) and a variety of problem behaviors (44.9%) including perseverative speech (Fisher, Rodriguez, & Owen, 2013), aggression (Zanolli, Daggett, Ortiz, & Mullins, 1999), SIB (Hagopian et al, 2004), disruptive behavior (Rooker et al, 2013), and stereotypy (McGonigle, Rojahn, Dixon, & Strain, 1987; Rollings & Baumeister, 1981). …”

Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder

“…The first response pertaining to preidentified topics was designated as appropriate. All subsequent response emitted during a session pertaining to one of these topics were scored as perseverative (Fisher, Rodriguez, & Owen, 2013). 11.…”

Treatment of resistance to change in children with autism

“…The research literature is replete with studies showing the beneficial effects of behavioral interventions for reducing lower-order restricted and repetitive behaviors in children with ASD (e.g., Boyd, Woodard, & Bodfish, 2013;Cunningham & Schreibman, 2008;Hagopian, Rooker, Zarcone, Bonner, & Arevalo, 2017;Hausman, Kahng, Farrell, & Mongeon, 2009;Kuhn, Hardesty, & Sweeney, 2009;Lam & Aman, 2007;Leon, Lazarchick, Rooker, & DeLeon, 2013;Saini et al, 2016). However, only a small number of studies have evaluated behavioral interventions for higher-order restricted and repetitive behaviors in ASD (e.g., Fisher, Rodriguez, & Owen, 2013;Rispoli, Camargo, Machalicek, Lang, & Sigafoos, 2014), and many of those have focused on food selectivity (e.g., Peterson, Piazza, & Volkert, 2016;Roth, Williams, & Paul, 2010;Wood, Wolery, & Kaiser, 2009). The existing literature demonstrates that response blocking (i.e., extinction; Wolff, Hupp, & Symons, 2013), differential reinforcement of alternative behaviors (DRA) with extinction (Fisher et al, 2013), and functional communication training with extinction (Rispoli et al, 2014) are all effective ways of treating higher-order restricted and repetitive behaviors.…”

“…However, only a small number of studies have evaluated behavioral interventions for higher-order restricted and repetitive behaviors in ASD (e.g., Fisher, Rodriguez, & Owen, 2013;Rispoli, Camargo, Machalicek, Lang, & Sigafoos, 2014), and many of those have focused on food selectivity (e.g., Peterson, Piazza, & Volkert, 2016;Roth, Williams, & Paul, 2010;Wood, Wolery, & Kaiser, 2009). The existing literature demonstrates that response blocking (i.e., extinction; Wolff, Hupp, & Symons, 2013), differential reinforcement of alternative behaviors (DRA) with extinction (Fisher et al, 2013), and functional communication training with extinction (Rispoli et al, 2014) are all effective ways of treating higher-order restricted and repetitive behaviors. Given the well-supported distinction between lower-and higher-order restricted and repetitive behaviors, it is important to more fully evaluate the effects of behavioral interventions with and without extinction on individuals' resistance to change (Whitehouse, Curry-Pochy, Shafer, Rudy, & Lewis, 2017).…”