Further evaluation of treatment integrity for response interruption and redirection

2020 ◽  
Vol 35 (4) ◽  
pp. 571-580
Author(s):  
Kimberly A. Gauthier ◽  
William H. Ahearn ◽  
Candice L. Colón
Keyword(s):  
Treatment Integrity ◽  
Response Interruption And Redirection ◽  
Response Interruption

Teacher-Implemented Response Interruption and Redirection: Training, Evaluation, and Descriptive Analysis of Treatment Integrity

2017 ◽  
Vol 42 (1) ◽  
pp. 148-169 ◽  
Author(s):  
Aimee Giles ◽  
Shelley Swain ◽  
Louise Quinn ◽  
Brittany Weifenbach
Keyword(s):  
Treatment Integrity ◽  
Continuous Monitoring ◽  
Teaching Assistants ◽  
Training Evaluation ◽  
Descriptive Analysis ◽  
Effective Intervention ◽  
Alternative Response ◽  
Response Interruption And Redirection ◽  
Response Interruption

Response interruption and redirection (RIRD) is an effective intervention for decreasing stereotypy. During RIRD, contingent on occurrences of stereotypy, therapists interrupt the behavior and prompt the participant to complete an alternative response. Although RIRD has been implemented by teachers in classrooms, it requires continuous monitoring of participants to be implemented with fidelity and may be difficult for teachers to manage. The present study evaluated the effectiveness of RIRD when implemented in classrooms. In addition, we evaluated if novice teaching assistants could be trained to implement RIRD. Finally, a descriptive analysis of treatment integrity errors during RIRD was conducted. Three children and teaching assistants participated. Following a written instructions baseline, the teaching assistants were trained to implement RIRD using modeling, rehearsal, and feedback. The training increased the accuracy of RIRD implementation for all participants. Incorrectly initiating and terminating RIRD were the most common treatment integrity errors observed.

Evaluation of response interruption and redirection during school and community activities.

2017 ◽  
Vol 17 (3) ◽  
pp. 266-273 ◽  
Author(s):  
Kimberly N. Sloman ◽  
Rebecca K. Schulman ◽  
Mariana Torres-Viso ◽  
Matthew L. Edelstein
Keyword(s):  
Community Activities ◽  
Response Interruption And Redirection ◽  
School And Community ◽  
Response Interruption

scholarly journals FURTHER EVALUATION OF RESPONSE INTERRUPTION AND REDIRECTION AS TREATMENT FOR STEREOTYPY

2011 ◽  
Vol 44 (1) ◽  
pp. 95-108 ◽  
Author(s):  
Erin N. Ahrens ◽  
Dorothea C. Lerman ◽  
Tiffany Kodak ◽  
April S. Worsdell ◽  
Courtney Keegan
Keyword(s):  
Response Interruption And Redirection ◽  
Response Interruption

Reducing Public Masturbation in Individuals With ASD: An Assessment of Response Interruption Procedures

2019 ◽  
Vol 44 (3) ◽  
pp. 429-448 ◽  
Author(s):  
Catia Cividini-Motta ◽  
Keira Moore ◽  
Lauren M. Fish ◽  
Jonathan C. Priehs ◽  
William H. Ahearn
Keyword(s):  
Physical Activities ◽  
Automatic Reinforcement ◽  
Future Research ◽  
Clinical Implications ◽  
Response Interruption And Redirection ◽  
Evaluation Phase ◽  
Adolescents With Autism ◽  
Neutral Tone ◽  
Response Interruption ◽  
Verbal Prompts

Individuals with autism may engage in sexual behavior at inappropriate times and/or in inappropriate places. The current study investigated the effects of response interruption and redirection (RIRD) and response interruption (RI) on public masturbation (PM) of children and adolescents with autism. Initial assessments showed that PM was maintained by automatic reinforcement. During the treatment evaluation phase, we compared RIRD and RI to determine whether either procedure was successful in decreasing the duration of PM. In the RIRD condition, contingent on the occurrence of any PM the participant completed physical activities involving both hands (e.g., moving chairs, touching toes). In the RI condition, the therapist interrupted all instances of PM using physical and verbal prompts (e.g., saying in a neutral tone, “Stop that” and moving hands away from genitals). Both procedures were effective in decreasing the duration of PM but RI required fewer resources and less time. Clinical implications and suggestions for future research are reviewed.

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