Graduation Year
2025
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Sarah Bloom, Ph.D., BCBA-D
Committee Member
Kimberly Crosland, Ph.D., BCBA-D,
Committee Member
Kwang-Sun Cho Blair, PhD, BCBA-D
Keywords
applied behavior analysis, behavioral interventions, differential reinforcement, behavior reduction
Abstract
Individuals with disabilities, especially children with Autism Spectrum Disorder (ASD), often engage in problem behaviors that can have a negative impact on their quality of life. This study explored the application of self-monitoring (SM) and mixed schedules as alternative strategies for reducing stereotypy in children with autism. Stereotypy (STPY) is a repetitive motor behavior commonly observed in individuals with autism. The study employed a multiple baseline across participants design with three participants ages 6 and 14, diagnosed with autism, and exhibiting STPY as the target behavior. After participant selection, a baseline phase was followed by three treatment conditions: Differential Reinforcement (Accurate) or DR (Accurate) during which the participant received reinforcement for accurately recording their own STPY, Differential Reinforcement of Other Behaviors (DRO) with SM during which the participant received reinforcement for not engaging in STPY, and a mixed schedule condition in which the reinforcement contingency was unsignaled. The SM training was adapted from a previous study (Fritz et al., 2012) and focused on training participants to accurately record instances of their own STPY. During the DR (Accurate) phase, participants were taught to precisely record their own STPY. The SM + DRO condition reinforces the absence of STPY. The mixed schedule condition included both SM + DRO and DR (Accurate) without discriminative stimuli. The results of this study suggest that training SM can reduce STPY in some participants but for others for whom only SM with a DRO contingency is effective, a mixed schedule can reduce STPY. This use of indiscriminable contingencies may contribute to the development of more efficient and socially valid interventions for reducing STPY in children with autism when appropriate, promoting increased autonomy and improving their overall quality of life.
Scholar Commons Citation
Hinderliter, Ryan J., "An Investigation into the Efficacy of Self-Monitoring and Mixed Schedules for Reducing Stereotypy in Children with Autism" (2025). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10959
