Response Interruption and Redirection (RIRD) has been demonstrated to be an effective treatment for stereotypic behavior exhibited by persons with autism spectrum disorder. The present study investigates the applicability of this intervention in the context of the classroom setting. Specifically, it investigates whether or not the intervention is as effective when it is used with a subject in the process of completing complex tasks. This research also investigates collateral effects of reduced stereotypic behavior on productivity and efficiency of task completion. While stereotypy was reduced and productivity increased across three experimental conditions, there were mixed results as to the relationship between RIRD and overall efficiency of task completion.
|Commitee:||Guare, Richard, Steege, Mark|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-B 77/05(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Educational psychology, Special education|
|Keywords:||Applied behavior analysis, Life skills, Response interruption and redirection, Stereotypy|
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