Date of Award
12-2020
Culminating Project Type
Thesis
Degree Name
Applied Behavior Analysis: M.S.
Department
Community Psychology, Counseling and Family Therapy
College
School of Health and Human Services
First Advisor
Michele Traub
Second Advisor
Benjamin Witts
Third Advisor
Kimberly Schulze
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
RIRD Adult ASD Vocal Stereotypy
Abstract
There has been much research into evaluating the effectiveness of response interruption and redirection (RIRD) in the reduction of vocal stereotypy in children and adolescents diagnosed with autism spectrum disorder (ASD). Research has indicated that RIRD often results in the reduction in level of vocal stereotypy in this population. However, only one previous study has evaluated the efficacy of RIRD on vocal stereotypy for participants older than 18 years old. Furthermore, though some studies point to punishment as the mechanism by which RIRD produces its effects (Ahearn et al., 2007; Aherns et al., 2011), it is still described as a redirection procedure with unclear contingencies (Cassella et al., 2011). This study used the uninterrupted data collection procedures described by Carroll and Kodak (2014) and Wunderlich and Vollmer (2015) which have been shown to provide a more accurate analysis compared to the interrupted technique. Additionally, this study replicated and expanded upon Wunderlich and Vollmer (2015) by introducing a component analysis of the effects of RIRD on an adult participant. The results showed that motor RIRD was effective in reducing the vocal stereotypy, that random talking may be an establishing operation for vocal stereotypy, and that levels of appropriate vocalizations, while initially suppressed for 12 sessions, did not change meaningfully throughout the study.
Recommended Citation
Chen, Andrew H., "A Component Analysis of the Effects of Response Interruption and Redirection on Vocal Stereotypy in an Adult with Autism Spectrum Disorder" (2020). Culminating Projects in Community Psychology, Counseling and Family Therapy. 79.
https://repository.stcloudstate.edu/cpcf_etds/79
Comments/Acknowledgements
I would like to extend my most sincere thank you to my advisor and committee chair, Dr. Michele Traub, whose input and guidance contributed significantly to the project. Thank you for being an amazing advisor and guiding me through this project every step of the way, without your guidance this project would not have been possible.
A special thanks goes out to my supervisor Andy Harrison and colleague Terry Rogers who let me bounce ideas off of and helped me with data collection.
Lastly, I would like to thank my parents, Ku Shu-Chin and Chen Ko-Ju whose love, patience and encouragement made this journey possible. I love you.