Vocal stereotypy, the repetitive production of sounds, words, or phrases that appears to serve no communicative function, is one of the most commonly reported and clinically challenging behaviors among children with autism spectrum disorder. Unlike many other repetitive behaviors that may be relatively inconspicuous, vocal stereotypy is immediately audible, socially conspicuous, and can significantly affect the individual's opportunities for social interaction, learning, and community participation.
Provider: CEUniverse
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Read the following article and pass a 5-question quiz on it: Ahearn, W. H., Clark, K. M., MacDonald, R. P., & Chung, B. O. (2007). Assessing and treating vocal stereotypy in children with autism.Journal of Applied Behavior Analysis, 40(2), 263-275. To earn credit, you will be required to read the article and pass a 5-question quiz about it. You can retake the quiz as many times as needed, but you will not receive exactly the same questions each time. Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in the response. Few investigations, however, have focused on vocal stereotypy. The current study examined the noncommunicative vocalizations of 4 children with an autism spectrum disorder. First, functional analyses were conducted in an attempt to identify the function of each child's behavior. For each of the participants, it was found that vocal stereotypy was likely not maintained by the social consequences. Following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. RIRD involved a teacher issuing a series of vocal demands the child readily complied with during regular academic programming. Vocal demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. For each child, RIRD produced levels of vocal stereotypy substantially lower than those observed in baseline. For 3 of the children, an increase in appropriate communication was also observed. The children's teachers were trained to implement RIRD. Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment. Only logged in customers who have purchased this product may leave a review.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | Ethics |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.