Let's Talk: A Discussion about Vocal Stereotypy belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter case conceptualization, intervention design, staff training, and literature-informed problem solving. In A Discussion about Vocal Stereotypy, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via Verbal Beginnings
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →An exploration of empirically-based interventions for reducing vocal stereotypy in individuals with autism. Vocal stereotypy is prevalent in many individuals with autism spectrum disorder and can negatively impact skill acquisition and social interactions. This presentation will outline the process of developing a comprehensive plan for reducing the occurrence of vocal stereotypy. Applied research on a variety of antecedent and response interventions will be reviewed and discussed, including recent research on Response Interruption and Redirection (RIRD).
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 2 | General |
| COA | 2 | — |
Leigha began working in the field of ABA in 2001 while still studying Psychology at the College of William and Mary. She went on to earn a Masters of Special Education with a certificate in ABA from George Mason University and has since worked in a variety of settings, including homes, schools, and academia. Leigha has been working for Verbal Beginnings since 2018, where she is able to provide quality care to children with autism as well as training for therapists and families. Sex Education has been a passion for Leigha since she wrote her senior thesis on the subject as a high school Senior. Now, she is excited to combine her passion for quality, research based sex education with her passion for individuals with disabilities, especially autism.
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
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.