Preliminary assessment of augmentative and alternative communication‐related stereotypy
Quick two-condition FA shows AAC icon tapping is usually automatic—start matched stimulation next session.
01Research in Context
What this study did
Andzik et al. (2024) ran a quick test on kids who tap tablet icons over and over. They used only two conditions: play time and no attention.
The goal was to see if the tapping is automatic fun or if it needs people watching.
What they found
Most kids kept tapping even when no one was looking. The behavior stayed high in both play and no-interaction sessions.
That pattern points to automatic reinforcement—the tapping itself feels good.
How this fits with other research
Baranek et al. (2005) already showed most stereotypy is automatically reinforced, so the new data line up.
Slaton et al. (2025) took the next step: after finding the function, they taught kids to ask, wait, and work while the stereotypy came under control.
Boyle et al. (2018) did the same with door stereotypy—once the FA proved automatic, FCT plus free toys cut the behavior more than either alone.
Why it matters
You can screen AAC stereotypy in under 30 minutes with just two conditions. If the tapping stays high throughout, skip social attention tests and move straight to enrichment or matched stimulation. Pair that with FCT and NCR if you need big drops.
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02At a glance
03Original abstract
AbstractImproving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC‐related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no‐interaction conditions to adequately assess the function of AAC‐related stereotypy. We sought to ask, how client‐specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC‐related stereotypy. Initial findings suggest that AAC‐related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli.
Behavioral Interventions, 2024 · doi:10.1002/bin.2042