Graduation Year

2020

Document Type

Thesis

Degree

M.S.

Degree Name

Master of Science (M.S.)

Degree Granting Department

Child and Family Studies

Major Professor

Catia Cividini-Motta, Ph.D., BCBA-D

Committee Member

Rachel Garcia, Ph.D., BCBA-D

Committee Member

Nicole McMillan, Ph.D., BCBA-D

Keywords

Autism, Stereotypy, Automatic Reinforcement, Repetitive Behavior

Abstract

The purpose of this paper was to summarize and synthesize the current literature on RIRD. Specifically, the aim of this review was to determine proportion of cases in which RIRD was effective in reducing stereotypy as well as to identify RIRD procedural variations that appear to be correlated with an increased probability of positive outcomes. Researchers synthesized the results of 21 articles according to the following categories: (a) participant characteristics (e.g., sex, age, diagnosis, communication repertoire, and topography of stereotypy), (b) RIRD procedural variations (e.g., form of RIRD, type of task, response requirement, number of tasks, and intervention), and (c) outcomes (e.g., duration of RIRD and treatment efficacy). The majority of the participants included in the studies were males, had an ASD diagnoses, and engaged in vocal stereotypy. Across all studies included in this review, in the majority of cases RIRD allowed prompted responses and required the completion of three consecutive vocal tasks in the absence of stereotypy. Research has found that RIRD is an effective intervention at reducing stereotypy when implemented alone and in combination with other interventions. Moreover, it appears RIRD is effective independent of the specific procedural variations employed. However, procedural variations may impact the efficiency of RIRD and response effort associated with implementing the procedure. Implications and future directions are discussed.

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