Multiple schedules with response interruption and redirection to reduce stereotypy in children with autism spectrum disorder: Generalization and social validity
One redirect plus clear schedule cues beats stereotypy fast and makes the drop last across new toys and rooms.
01Research in Context
What this study did
Callahan et al. (2023) tested a package for three kids with autism. The package paired response interruption and redirection (RIRD) with multiple schedules. Kids got clear cues that told them when stereotypy would or would not be blocked.
The team ran a multiple-baseline design across children. They taught the kids in one room, then checked if the low stereotypy held in brand-new activities and places.
What they found
Stereotypy dropped fast and stayed low for every child. Gains carried over to new toys, new tasks, and new rooms without extra teaching.
Parents and teachers rated the plan as highly acceptable. They liked that the kids still had short, safe times to move while learning when to stay on task.
How this fits with other research
Barszcz et al. (2021) already showed RIRD alone can transfer to new settings. Callahan adds a multiple-schedule wrapper and finds the same wide transfer, so the schedule cues may make the jump even smoother.
Sloman et al. (2022) saw mixed results: for one child chained schedules beat multiple schedules, for another both worked. Callahan keeps the multiple schedule but adds clear contextual rules and generalization probes, showing the format can still win when programmed right.
Saini et al. (2015) proved one quick RIRD prompt is enough. Callahan folds that single-demand prompt into the schedule, proving brevity and structure can live together.
Why it matters
You can cut stereotypy without long, tiring RIRD chains. Tell the child when work is "on" or "off," give one redirect, then reinforce compliance. Build in short generalization probes from day one so the low rates stick in new tasks. This keeps sessions efficient, kid-friendly, and easy for staff to run with high fidelity.
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02At a glance
03Original abstract
AbstractAlthough response interruption and redirection (RIRD) and multiple schedule arrangements have sometimes been shown to be effective in reducing stereotypy for individuals with autism spectrum disorder (ASD), important questions remain about optimal methods for facilitating generalization and social validity. In the current study, we sought to extend the literature on stereotypy treatment and MSAs in several ways. First, we programmed for generalization by conducting sessions with two exemplars of two different categories of activities (i.e., school work, toy play) and assessing generalization with novel exemplars and activities and during the participant's typical instructional program. Second, we used RIRD instructions that were contextual models of appropriate behavior relevant to each activity. Third, during the free access component of the multiple schedule, we used a child's play tent as a first step toward teaching participants to engage in stereotypy during private free time. For all three participants with ASD, stereotypy decreased quickly and substantially, with reductions generalizing to novel activities and contexts. An extensive social validity assessment with board‐certified behavior analysts indicated high social acceptability of the goals, procedures, and outcomes.
Behavioral Interventions, 2023 · doi:10.1002/bin.1935