An Evaluation of a Treatment Package Consisting of Discrimination Training and Differential Reinforcement with Response Cost and a Social Story on Vocal Stereotypy for a Preschooler with Autism in a Preschool Classroom

2014 ◽  
Vol 37 (3) ◽  
pp. 407-430 ◽  
Author(s):  
Amanda P. Laprime ◽  
Gretchen A. Dittrich
Keyword(s):  
Discrimination Training ◽  
Differential Reinforcement ◽  
Response Cost ◽  
Social Story ◽  
Vocal Stereotypy ◽  
Preschool Classroom ◽  
Treatment Package

scholarly journals A COMPARISON OF RESPONSE COST AND DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR TO REDUCE DISRUPTIVE BEHAVIOR IN A PRESCHOOL CLASSROOM

2004 ◽  
Vol 37 (3) ◽  
pp. 411-415 ◽  
Author(s):  
Carole Conyers ◽  
Raymond Miltenberger ◽  
Amber Maki ◽  
Rebecca Barenz ◽  
Mandy Jurgens ◽  
...  
Keyword(s):  
Disruptive Behavior ◽  
Differential Reinforcement ◽  
Response Cost ◽  
Preschool Classroom

Treating Vocal Stereotypy With Environmental Enrichment and Response Cost

2011 ◽  
Vol 10 (6) ◽  
pp. 440-448 ◽  
Author(s):  
Nicholas Watkins ◽  
Lisa Paananen ◽  
Eric Rudrud ◽  
John T. Rapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Case Studies ◽  
Environmental Enrichment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Response Cost ◽  
Vocal Stereotypy ◽  
Assessment And Treatment

The authors describe the assessment and treatment of vocal stereotypy in two children diagnosed with an autism spectrum disorder. Both the case studies evaluated the effectiveness of response cost (RC). The RC interventions quickly reduced and eventually eliminated the vocal stereotypy in one participant and reduced it to near-zero levels in the second. Postintervention probes for one participant confirmed the continued reduction of vocal stereotypy 1 month after treatment and its elimination 8 months after treatment. Directions for future research are also discussed.

Acceptability of a Visual Screening Procedure for Reducing Stereotypy in Mentally Retarded Children: Evaluation by New Zealand Institutional Staff

1987 ◽  
Vol 4 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Oliver C. Mudford
Keyword(s):  
New Zealand ◽  
Differential Reinforcement ◽  
Retarded Child ◽  
Mentally Retarded ◽  
Staff Nurses ◽  
Screening Procedure ◽  
Occupational Groups ◽  
Visual Screening ◽  
Treatment Package ◽  
Mentally Retarded Children

The acceptability of three treatments for the maladaptive, but not injurious, repetitive stereotyped behaviour of a mentally retarded child was evaluated. Evaluation was conducted by questionnaires to two groups of staff (nurses and teachers) at two New Zealand institutions for mentally retarded people. A differential reinforcement procedure was found to be most acceptable. A visual screening procedure was judged as being more than moderately acceptable by nurses but less than moderately acceptable by teachers. When visual screening and reinforcement were combined in a treatment package and a rationale for so doing was provided, acceptability was increased significantly for both groups of staff. Teachers rated visual screening, when explicitly prescribed with differential reinforcement, as more than moderately acceptable. The implications of the finding of differential rating of acceptability across and within occupational groups was discussed.

Further Analysis of the Predictive Effects of a Free-Operant Competing Stimulus Assessment on Stereotypy

2017 ◽  
Vol 42 (4) ◽  
pp. 543-583 ◽  
Author(s):  
Kristen M. Brogan ◽  
John T. Rapp ◽  
Lisa A. Sennott ◽  
Jennifer L. Cook ◽  
Erin Swinkels
Keyword(s):  
Differential Reinforcement ◽  
Repetitive Behavior ◽  
Social Consequences ◽  
Discrete Trial Training ◽  
Alternative Behavior ◽  
Vocal Stereotypy ◽  
Free Operant ◽  
High Preference ◽  
Clinically Significant ◽  
Academic Responding

We conducted five experiments to evaluate the predictive validity of a free-operant competing stimulus assessment (FOCSA). In Experiment 1, we showed that each participant’s repetitive behavior persisted without social consequences. In Experiment 2, we used the FOCSA to identify high-preference, low-stereotypy (HP-LS) items for 11 participants and high-preference, high-stereotypy (HP-HS) items for nine participants. To validate the results of the FOCSAs (Experiment 3), we used a three-component multiple schedule to evaluate the immediate and subsequent effects of an HP-LS stimulus, an HP-HS stimulus, or both (in separate test sequences) on each participant’s stereotypy. Results of Experiment 3 showed that the FOCSA correctly predicted the immediate effect of the HP-LS stimulus for 10 of 11 participants; however, the FOCSA predictions were less accurate for the HP-HS stimulus. Results of Experiment 4 showed that a differential reinforcement of other behavior procedure in which participants earned access to the HP-LS for omitting vocal stereotypy increased all five participants’ latency to engaging in stereotypy; however, clinically significant omission durations were only achieved for one participant. Experiment 5 showed that differential reinforcement of alternative behavior in which participants earned access to the HP-LS stimulus contingent upon correct responses during discrete-trial training reduced targeted and nontargeted stereotypy and increased correct academic responding for all four participants. The potential utility of the FOCSA is discussed.

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