The effects of contingent water mist on the stereotypic responding of a severely handicapped adolescent

Abstract

The reductive effects of the water misting procedure on the stereotypic responding of a severely handicapped adolescent were investigated by using a variation of the multiple baseline design across settings, with sequential interventions across settings and simultaneous interventions across teachers. The results indicated that the intervention was related to reduced rates of stereotypic responding in each setting. The effects of the intervention were also maintained across multiple administrators of the procedure and during follow-up. Instructional implications are discussed. Further research is suggested.