The effect of response interruption and redirection with and without a differential reinforcement of alternative behavior component on stereotypy and appropriate responses

Cividini‐Motta, Catia; Garcia, Anna R.; Livingston, Cynthia; MacNaul, Hannah

doi:10.1002/bin.1654

Cited by 12 publications

(20 citation statements)

References 35 publications

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“…We explained how instructions and rewards should be efficiently applied (e.g., brief, clear, short and consistent instructions, provided when the target response was not being produced; reward applied immediately after the target response). Undesirable behaviors had to be gently and briefly interrupted, and the child immediately prompted to provide the target response (Cividini-Motta et al, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism

Kostrubiec

Kruck

2020

Front. Robot. AI

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The present work is a collaborative research aimed at testing the effectiveness of the robot-assisted intervention administered in real clinical settings by real educators. Social robots dedicated to assisting persons with autism spectrum disorder (ASD) are rarely used in clinics. In a collaborative effort to bridge the gap between innovation in research and clinical practice, a team of engineers, clinicians and researchers working in the field of psychology developed and tested a robot-assisted educational intervention for children with low-functioning ASD (N = 20) A total of 14 lessons targeting requesting and turn-taking were elaborated, based on the Pivotal Training Method and principles of Applied Analysis of Behavior. Results showed that sensory rewards provided by the robot elicited more positive reactions than verbal praises from humans. The robot was of greatest benefit to children with a low level of disability. The educators were quite enthusiastic about children's progress in learning basic psychosocial skills from interactions with the robot. The robot nonetheless failed to act as a social mediator, as more prosocial behaviors were observed in the control condition, where instead of interacting with the robot children played with a ball. We discuss how to program robots to the distinct needs of individuals with ASD, how to harness robots' likability in order to enhance social skill learning, and how to arrive at a consensus about the standards of excellence that need to be met in interdisciplinary co-creation research. Our intuition is that robotic assistance, obviously judged as to be positive by educators, may contribute to the dissemination of innovative evidence-based practice for individuals with ASD.

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Section: Methodsmentioning

confidence: 99%

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism

Kostrubiec

Kruck

2020

Front. Robot. AI

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“…The effects of implementing the intervention within the natural environment on appropriate vocalizations may have impacted the results; however, this was not controlled for nor directly assessed. Whereas previous research does demonstrate an increase in appropriate vocalizations during RIRD, a recent study supports the current findings where no significant increase was observed (Cividini‐Motta et al, ). These results support the importance of programming for language acquisition when designing an intervention to decrease stereotypic behavior in clinical practice.…”

Section: Discussionmentioning

confidence: 99%

“…This was the finding for some participants whose stereotypy occurred at baseline levels when data were reported and included from implementation intervals (Wunderlich & Vollmer, ). However, evidence for vocal stereotypy suppression when interval data are included was demonstrated by Cividini‐Motta et al (). This will likely be an area for further investigation and comparison to ensure accurate data reporting within the future research of RIRD.…”

Section: Discussionmentioning

confidence: 99%

“…RIRD does contain a social reinforcement component whereby praise follows vocal responses from the participant, which may help to temper the response blocking component of the intervention. To date, there has been minimal assessment of the treatment acceptability of RIRD with only a few studies reporting social validity measures administered to parents or participants (Cassella et al, ; Cividini‐Motta, Garcia, Livingston, & MacNaul, ).…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of the effects of response interruption redirection and matched stimulation on vocal stereotypy

Gibney

Phillips

Arnold‐Saritepe

et al. 2019

Behavioral Interventions

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Stereotypy is one of the core diagnostic features of autism spectrum disorder and warrants behavioral intervention when it negatively impacts the person's life. The aim of this study was to evaluate the effectiveness of noncontingent matched stimulation (NCR-M) compared with response interruption redirection (RIRD) on reducing levels of vocal stereotypy in the natural environment. Interventions were compared using an alternating treatments design followed by generalization and maintenance phases, which utilized lay people as instructors. Results showed that both RIRD and NCR-M resulted in a reduction in vocal stereotypy for three out of four participants within an educational setting. An increase in appropriate vocalizations was found for two out of four participants for both interventions. These results suggest that both NCR-M and RIRD were effective in reducing levels of vocal stereotypy, yet their effects on appropriate communication remain undetermined. Social validity scores were obtained following the study, which demonstrated that both interventions were met with approval across a variety of measures. K E Y W O R D S autism spectrum disorder, noncontingent matched stimulation, response interruption redirection, vocal stereotypy

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“…For example, Ahearn, Clark, MacDonald, and Chung () successfully decreased vocal stereotypy and increased appropriate communication using RIRD for three children with autism; additionally, follow‐up probes suggested that these treatment effects persisted in the children's natural environment. Preliminary research suggests RIRD may effectively decrease stereotypy either when used in isolation or when combined with a differential reinforcement of alternative behavior (DRA) contingency for appropriate responding (Cividini‐Motta, Garcia, Livingston, & MacNaul, ). That is, research has investigated alternative procedures for decreasing stereotypic behavior via differential reinforcement or contingent access to stereotypy (Potter, Hanley, Augustine, Clay, & Phelps, ).…”

Section: Introductionmentioning

confidence: 99%

Decreasing motor stereotypy in leisure contexts: Analysis of stimulus control with response interruption and redirection

Falligant

Dommestrup

2019

Behavioral Interventions

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Noncontingent access to preferred stimuli and activities may decrease stereotypic behavior in individuals with autism or other developmental disorders. However, prompted engagement, response interruption and redirection (RIRD), ;35:306-314. wileyonlinelibrary.com/journal/bin 2 | METHOD | Participant and settingDavid was a 12-year-old male diagnosed with autism spectrum disorder, admitted to an intensive outpatient hospital unit for the assessment and treatment of self-injurious behavior (SIB), aggression, disruptive behavior, and motor stereotypy. His motor stereotypy occurred within leisure contexts at high rates, preventing him from engaging with leisure items or participating in activities in his home and community. David had very limited functional communication and item engagement skills; he could not speak or communicate with gestures but could follow one-step directions. Sessions were conducted in a padded session room (approximately 8 m × 8 m) 5 days perweek for approximately 5 hr per day. The room was equipped with a one-way observation window, and contained two chairs, a desk, and relevant session materials (e.g., toys, discriminative stimuli). Some of these assessment and treatment sessions for stereotypy were conducted concurrently with other assessments/treatment evaluations for other disruptive behavior (e.g., aggression).FALLIGANT AND DOMMESTRUP 307

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The effect of response interruption and redirection with and without a differential reinforcement of alternative behavior component on stereotypy and appropriate responses

Cited by 12 publications

References 35 publications

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism

Collaborative Research Project: Developing and Testing a Robot-Assisted Intervention for Children With Autism

An evaluation of the effects of response interruption redirection and matched stimulation on vocal stereotypy

Decreasing motor stereotypy in leisure contexts: Analysis of stimulus control with response interruption and redirection

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