Vocal Stereotypy Research Articles

The role of task preference in the effectiveness of response interruption and redirection.

Response interruption and redirection (RIRD) is a common treatment for automatically reinforced vocal stereotypy; it involves the contingent presentation of task instructions. Tasks that are included in RIRD are typically selected based on caregiver report, which may affect the efficacy of RIRD. The purpose of the current study was to evaluate the role of task preference in the efficacy of RIRD for four participants who engaged in vocal stereotypy. We conducted task-preference assessments and selected tasks of varying preferences to include in RIRD. For three out of four participants, the results showed that RIRD with higher preference tasks was not effective at reducing vocal stereotypy, whereas RIRD with lower preference tasks was effective for all participants.

EFFICACY OF RESPONSE INTERRUPTION AND REDIRECTION IN REDUCING STEREOTYPIC VOCALIZATIONS EXPERIENCED BY INDIVIDUALS WITH AUTISM SPECTRUM DISORDER: A SYSTEMATIC LITERATURE REVIEW

This paper aims to investigate the efficacy of Response Interruption and Redirection in reducing vocal stereotypy in individuals with Autism Spectrum Disorder. A systematic review of literature from 2003-2023 of studies sourced from Google scholar, Google advanced search, PsychInfo etc. implementing RIRD was conducted. The current review sought to examine the studies to address certain questions like the factors impacting the efficacy of reducing stereotypic vocalisations and increasing appropriate vocalisations and the efficacy of RIRD alone or along with other intervention procedures. Analysis revealed that the effectiveness of RIRD is not contingent upon the number of sessions in which it is implemented and instead on other factors like the nature of reinforcement and participant characteristics. Further, the effectiveness of RIRD-alone and RIRD implemented with other procedures was assessed and it was revealed implementing RIRD with another intervention can enhance its effectiveness.

The use of a picture activity schedule for vocal stereotypy reduction in a child with autism

Children with ASD exhibit auto-stimulatory behaviour of different types, with the most common behavioural problem being auto-stimulatory stereotyped behaviour. It is believed that vocal auto-stimulatory behaviour occurs because the individuals with ASD do not receive sufficient stimulation from their environment and therefore have the need to stimulate themselves by emitting vocal stereotypy of different form and magnitude. The participant is a 10-year-old boy diagnosed with ASD. The intervention used was a picture activity schedule. Results showed an immediate decrease in self-stimulatory behaviour upon implementation of the intervention, with a 100% success rate. There is insufficient research on the implementation of picture activity schedules in order to reduce self-stimulatory behaviour in children with ASD. The present study shows that picture activity schedules can be used in certain situations where it is inappropriate to exhibit self-stimulating behaviour. It is not certain if the picture activity schedule functioned as a prompt for the participant to actively engage in his spare time, or if it functioned as a discriminative stimulus for situations when the problem behaviour is inappropriate. The social validity of the intervention was discussed, as well as suggestions for future research implementation.

Implementing a differential reinforcement of low rates schedule to alter vocal stereotypy and task engagement in two adolescents with autism spectrum disorder

AbstractVocal stereotypy (VS) is often observed in individuals with autism spectrum disorder (ASD) which at high rates can interfere with socialization or functioning in structured settings. There are multiple effective interventions available; yet, many procedures target the complete omission of the behavior or are only assessed at short intervals, making it unclear how they will generalize in applied settings. One intervention yet to be assessed as an individual intervention for automatically reinforced VS is differential reinforcement of low rates of behavior (DRL). In the present study, a functional analysis determined that the VS of two female adolescents with ASD was maintained by automatic reinforcement. A DRL procedure was implemented which incorporated: (a) a specified interval for reinforcement; (b) the behavioral expectations; (c) the permissible instances of VS within the interval; (d) learner feedback; and (e) the reset/non‐reset aspect of the schedule. As the targeted behavior decreased across sessions, the DRL interval was systematically increased in order to thin out the schedule of reinforcement. The intervention reduced VS and increased untargeted task engagement for both participants. Applied and theoretical implications of the study as well as social validity, limitations, and future research are discussed.

THE TREATMENT OF VOCAL STEREOTYPY IN CHILDREN WITH AUTISM SPECTRUM DISORDER

People with autism spectrum disorder (ASD) exhibit different impairments in the domain of auditory processing of pitch, altitude and prosody of sounds and voices from the environment. It is believed that altered sensory processing of these individuals originates from insufficient stimulation from the persons’ surroundings, therefore they have the need to stimulate themselves in a way of emitting vocal stereotypes of different forms. Having that in mind, the aim of this literature review is to present interventions used in reducing vocal stereotypy in children with ASD, as well as to examine their efficiency. For literature search engines Google Scholar, SCIndex, ProQuest and Serbian Library Consortium for Coordinated Acquisition – KoBson were used. Original research articles were searched in Serbian and English language. Literature review focused on interventions whose primary aim was reducing vocal stereotypy with the self-stimulatory function in participants diagnosed with ASD. A total number of participants in all articles was nine, whose mean age was 7.1 years old. Different procedures were implemented and in 34.8 sessions on average these procedures and their combination led to an 86.5% of success in reducing vocal stereotypy on average. Having the success of mentioned interventions in mind, it is necessary to educate special educators from our region on how to implement them and introduce these procedures in curriculum of all the Faculties which educate future special educators who will work with children diagnosed with ASD. Key words: Vocal stereotypy, auto stimulation, self-stimulation, autism, treatment.

The effects of the demand component of motor response interruption and redirection on vocal stereotypy in adults with autism spectrum disorder

AbstractResponse interruption and redirection (RIRD) often results in a reduction in level of vocal stereotypy in children and adolescents diagnosed with autism spectrum disorder (ASD). However, research is still needed on the effects of RIRD on adults and on the mechanism by which RIRD produces its effects (i.e., punishment vs. differential reinforcement). The current study used an uninterrupted data collection procedure to evaluate the effects of RIRD, and specifically the contingent demand component, in an adult participant. Results showed that motor RIRD was effective in reducing vocal stereotypy when the demand aspect (i.e., redirection) was included but was ineffective when neutral talking (i.e., interruption) was presented. The impact of RIRD on appropriate vocalizations is also discussed.

Parent Perceptions of Sleep-Related Stereotypy Within Sleep Problems in Children on the Autism Spectrum: Implications for Behavioral Treatment

ObjectivesSleep problems in children on the autism spectrum may be affected by core diagnostic characteristics, including stereotypy (restricted and repetitive behaviors). Little is known about the nature of sleep-related stereotypy and its role within sleep disturbance. This study aimed to improve our understanding of the types of sleep-related stereotypy, its potential role within sleep difficulties, and how parents manage night-time stereotypy, in children on the autism spectrum.MethodsThis qualitative study used thematic analysis to analyze clinical assessment reports obtained from 21 parents of children on the autism spectrum referred for behavioral sleep intervention. Five themes, including the types of stereotypy, timing within sleep problems, stereotypy as sleep-interfering, stereotypy as sleep-conducive, and parent-responses, were identified. A clinical case study illustrates the potential role of vocal stereotypy within night wakings, through functional assessment and treatment of sleep problems in a child on the autism spectrum.ResultsStereotypy included vocal and motor behaviors and repetitive manipulation of objects. Parents perceived stereotypy as both problematic and as beneficial to sleep, which may differentially affect behavioral treatment. Parent responses to stereotypy were varied and included co-sleeping. The case study highlights the complexity of the sleep and stereotypy relationship and the difficulty in treating automatically maintained behavior in the sleep context.ConclusionThe function that stereotypy serves in relation to sleep disturbance is unclear and may differ across and within children. It is important we seek to better understand the specific ways that stereotypy may affect sleep, and vice versa, to improve clinical management of sleep problems in children on the autism spectrum.

A comparison of RIRD within chained and multiple schedules in the treatment of vocal stereotypy

Slaton and Hanley (2016) compared the effects of multiple and chained schedules on stereotypy and item engagement for 2 individuals who exhibited automatically maintained motor stereotypy. Contingent access to motor stereotypy (i.e., chained schedules) was more effective than time-based access (i.e., multiple schedules) at reducing motor stereotypy, increasing item engagement, and establishing stimulus control for both participants. We systematically replicated Slaton and Hanley with 2 participants by a) targeting vocal stereotypy, b) including response interruption and redirection as a treatment component across conditions, c) conducting sessions in the natural environment with teaching assistants as change agents, and d) conducting an analysis of the effective treatment component(s). Chained schedules were more effective for 1 participant, whereas both treatments were effective for the other participant. The component analysis showed that different components were necessary for effective treatment for each participant.

Treatments for automatically reinforced vocal stereotypy for individuals with autism spectrum disorder: A literature and meta‐analytic review

AbstractIndividuals with Autism Spectrum Disorder may engage in repetitive vocal behaviors which interfere with a structured environment and social inclusion. If untreated, these vocal behaviors maintain into adulthood potentially impeding gainful employment and independent living. This analysis specifically focused on treatments available for presumed or functionally determined automatically reinforced repetitive vocal behaviors, also known as vocal stereotypy. For this review, a systematic keyword search of the literature identified 66 articles and a Tau‐U measure of effect size was calculated for 34 eligible studies in order to determine impact of interventions on vocal stereotypy. Of the single‐component interventions assessed, three interventions demonstrated a very large effect: interactive activity (0.94), self‐management (0.89), and response interruption and redirection (interrupted measurement, 0.86). Additionally, 92% of treatment packages reached a very large effect (0.85–1.00), all of which included stimulus control and/or response cost intervention components. Theoretical and practical applications are discussed, as well as implications for future research.

Effects and Applicability of a Mother-Implemented Response Interruption and Redirection With Script Presentation on the Vocal Stereotypy of an Adolescent With Autism Spectrum Disorder: Therapist and Parent Delivery

Effects and Applicability of a Mother-Implemented Response Interruption and Redirection With Script Presentation on the Vocal Stereotypy of an Adolescent With Autism Spectrum Disorder: Therapist and Parent Delivery

두 가지 다요소 중재가 자폐스펙트럼 장애 고등학생의 음성상동행동과 과제 수행에 미치는 영향*

This study evaluated the effect of two multi-component interventions in reducing vocal stereotypy and increasing task engagement especially in learning situations among children with developmental disabilities. The participant was a 17-year-old high school student with autism spectrum disorder. He had very limited communication skills and a high level of vocal stereotypy that interfered with learning. Based on an alternating treatment design, a multi-component intervention with a redirection prompt using sound and a multi-component intervention with a redirection prompt using activity engagement were conducted by behavioral therapists during learning activities in a hospital-based behavioral therapy room. According to the results of the study, both multi-component interventions were effective not only in reducing vocal stereotypy but also in increasing task performance in learning situations. There was no significant difference between the two multi-component interventions in reducing vocal stereotypy. Based on these results, practical applications of the vocal stereotypy intervention methods were discussed.

Generalization of response interruption and redirection procedure with vocal stereotypy

AbstractThis study used a combined design to evaluate the effects of nonvocal demands on vocal stereotypy in novel locations by implementing a concurrent multiple baseline design across settings, replicated across all participants. Results indicated that both the traditional and modified response interruption and redirection (RIRD) intervention were effective at reducing occurrences of vocal stereotypic behaviors for all four participants. The traditional RIRD intervention initially resulted in a larger decrease of these behaviors than the modified RIRD intervention; however, by the end of the study, the effects of both interventions on occurrences of vocal stereotypic behaviors were similar. Additionally, the effects of the RIRD intervention on occurrences of vocal stereotypic behavior met mastery criteria and generalized across settings for all four participants. The RIRD intervention generalized to the additional setting in less time than it took for the RIRD intervention to be effective in the first setting for all four participants.

Extreme ecological constraints lead to high degree of individual stereotypy in the vocal repertoire of the Cape fur seal (Arctocephalus pusillus pusillus)

The ability to recognize the identity of conspecifics is a key component for survival of many animal species and is fundamental to social interactions such as parental care, intra-sexual competition or mate recognition. In group-living species, the simultaneous co-existence of many individuals increases the number of interactions and reinforces the need for individual recognition. Acoustic signals are widely used by birds and mammals to communicate and to convey information about identity, but their use in very dense colonies becomes challenging due to the high level of background noise and the high risk of confusion among individuals. The Cape fur seal (CFS) is the most colonial pinniped species and one of the most colonial mammals in the world, with colonies of up to 210,000 individuals during the breeding season. Here, we investigated the individual stereotypy in vocalizations produced by pups, females and male CFS using Random Forests and index of vocal stereotypy (IVS). We thus compared IVS values of CFS to other pinniped species. Within CFS we identified individuality in all call types but the degree of individual stereotypy varies in regard to their social function: affiliative calls produced in a mother–pup reunion context and territorial calls produced by mature bulls holding harem were more individualized than vocalizations involved in agonistic interactions. Our inter-species comparisons among pinnipeds showed that CFS affiliative and territorial calls displayed higher degrees of individuality compared to other species with similar or lower ecological constraints (colony density and social structure). Individual recognition is primordial for the establishment of social interactions and notably occurs through acoustic signals in many birds and mammalian species. Understanding the role of social complexity in the development of individual vocal recognition improves our general knowledge on acoustic communication in a social system. This study investigated the vocal stereotypy in the Cape fur seal (CFS), a species that is an extreme illustration of social complexity. The CFS is the most colonial pinniped species, and this results in high selective pressure for individual recognition during mother–pup reunions and male territorial behaviour. By comparing the degree of individuality contained in CFS vocalizations with other pinniped species, we can assess how ecological (environmental and social) constraints drive communication systems in vertebrates.

Examining the Collateral Effects of Reducing Voice Level on Vocal Stereotypy and Functional Speech

The current study examined the collateral effects of an antecedent intervention for decreasing speech volume on vocal stereotypy. After teaching the participant to use a conversational voice level by providing visual feedback from a decibel meter app, conversational voice levels were differentially reinforced in the presence of a green card. Differential effects in voice magnitude during a green-card condition and a no-card condition were demonstrated using an alternating-treatments design. Results showed a decrease in volume of speech during the green-card condition, an overall decrease in vocal stereotypy, and a decrease to zero levels in loud stereotypical vocalizations. The implications of these findings on the treatment of vocal stereotypy are discussed.

Differential reinforcement to decrease stereotypy exhibited by an adult with autism spectrum disorder

AbstractMotor and vocal stereotypies are behaviors commonly exhibited by individuals with autism spectrum disorder (ASD). Stereotypy may impede and interfere with learning new skills and decrease work performance in employment settings. Previous research has evaluated effective interventions for stereotypy; however, they have typically focused on treating stereotypy exhibited by children in structured settings. We evaluated the practicality of implementing a simple differential reinforcement of other behavior procedure with an adult with ASD in multiple, naturalistic environments. Results showed rapid decreases in motor and vocal stereotypies upon implementation of the intervention and maintenance of low levels of behavior. These data highlighted the successful treatment of stereotypy exhibited by an adult with a long history of exhibiting these behaviors. Treatment effects were replicated across multiple, naturalistic environments.

Artificial intelligence for the measurement of vocal stereotypy

Both researchers and practitioners often rely on direct observation to measure and monitor behavior. When these behaviors are too complex or numerous to be measured in vivo, relying on direct observation using human observers increases the amount of resources required to conduct research and to monitor the effects of interventions in practice. To address this issue, we conducted a proof of concept examining whether artificial intelligence could measure vocal stereotypy in individuals with autism. More specifically, we used an artificial neural network with over 1,500 minutes of audio data from 8 different individuals to train and test models to measure vocal stereotypy. Our results showed that the artificial neural network performed adequately (i.e., session‐by‐session correlation near or above .80 with a human observer) in measuring engagement in vocal stereotypy for 6 of 8 participants. Additional research is needed to further improve the generalizability of the approach.

Practical considerations for using noncontingent reinforcement with matched stimulation or response interruption and redirection in school

Q What are the effects of noncontingent reinforcement with matched stimulation (NCR-M) compared to response interruption redirection (RIRD) on reducing levels of vocal stereotypy in adolescents wit...

Further evaluation of treatment integrity for response interruption and redirection

AbstractA few studies on response blocking as well as response interruption and redirection (RIRD) as a treatment for automatically maintained problem behavior have examined different levels of treatment integrity. Results from these studies have shown continued suppression of responding under low levels of integrity for some participants after they were exposed to blocking at full integrity. The current study compared the treatment effects of RIRD at two levels of integrity (100 and 33%). The 33% condition was not preceded by exposure to full integrity. Four children diagnosed with an autism spectrum disorder between the ages of 8 and 16 participated. The effects of treatment integrity on vocal stereotypy were assessed using an ABAB‐variant design in which B consisted of an alternating‐treatments comparison of different levels of integrity. Results varied across participants, and although both conditions decreased stereotypy, 100% integrity produced lower levels of stereotypy quicker than 33%. The current study expands upon current literature by suggesting that lower levels of integrity (33%) may still suppress vocal stereotypy.

The Effects of Vocal Stereotypy on Secondary Target Acquisition.

Instructive feedback (IF) is a strategy for increasing the efficiency of targeted instruction. Previous research has demonstrated the success of IF with learners with autism spectrum disorder (ASD), but limited research exists regarding the efficacy of the intervention with individuals with ASD who engage in vocal stereotypy. The effects of 2 forms of IF were examined with a learner with ASD who engaged in vocal stereotypy. In Study 1, no intervention for vocal stereotypy was implemented. In Study 2, response interruption and redirection (RIRD) was implemented contingent on vocal stereotypy. IF before the praise statement resulted in faster acquisition of secondary targets, but only when RIRD was implemented. These results extend the IF literature by providing evidence that individuals who engage in vocal stereotypy may require concurrent intervention to increase the opportunity for indiscriminable contingencies to be established and the acquisition of secondary targets via IF.

Effective reduction in vocal stereotypy across natural settings through response interruption and redirection and the potential for maintained effects1

Q (1) What are the effects of 5-min response interruption and redirection (RIRD) procedure on vocal stereotypy across settings?(2) What are the immediate and subsequent effects of RIRD on vocal ste...