Reduction of stereotypic behaviours using differential reinforcement procedures and momentary restraint.

Abstract

This study explored the effectiveness and classroom applicability of a combination of DRO and momentary restraint procedures to reduce the stereotypic responding of four severely or profoundly mentally retarded, multihandicapped students aged 6-16 years. Modifications were made in the application of both of the procedures in order for them to be usable by classroom staff; (a) whole-interval DRO was used with no interval reset contingent upon inappropriate responding; and (b) the momentary restraint procedures were very short in duration (i.e. 3, 5 or 10 s). The results indicate that the combination of these two procedures could be readily implemented by classroom staff without a disruption in educational programming. In addition, in each of the four subjects substantial and relatively rapid results occurred. These results are particularly interesting in that the stereotypic behaviours to which they were applied were topographically very different.