Vocal Stereotypy Research Articles

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder.

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

Effects of socially appropriate singing on the vocal stereotypy of children with autism spectrum disorder

AbstractThis study evaluated the effects of children with autism spectrum disorder engaging in socially acceptable singing on their vocal stereotypy. A multiple‐baseline across four participants with embedded multielement designs was used to assess the effects of the singing intervention upon later occurrence of vocal stereotypy for each participant. Results showed that fewer instances of vocal stereotypy occurred during and after singing intervention sessions. Additionally, two children began to emit appropriate singing after intervention, which suggests that the topography of their vocal stereotypy (e.g., monosyllabic or screeching sounds) was altered to some extent. Overall, results suggest positive implications for teaching appropriate vocal behaviors as functional replacements for vocal stereotypy.

An evaluation of the effects of response interruption redirection and matched stimulation on vocal stereotypy

Stereotypy is one of the core diagnostic features of autism spectrum disorder and warrants behavioral intervention when it negatively impacts the person's life. The aim of this study was to evaluate the effectiveness of noncontingent matched stimulation (NCR‐M) compared with response interruption redirection (RIRD) on reducing levels of vocal stereotypy in the natural environment. Interventions were compared using an alternating treatments design followed by generalization and maintenance phases, which utilized lay people as instructors. Results showed that both RIRD and NCR‐M resulted in a reduction in vocal stereotypy for three out of four participants within an educational setting. An increase in appropriate vocalizations was found for two out of four participants for both interventions. These results suggest that both NCR‐M and RIRD were effective in reducing levels of vocal stereotypy, yet their effects on appropriate communication remain undetermined. Social validity scores were obtained following the study, which demonstrated that both interventions were met with approval across a variety of measures.

Promising results supporting the use of an inhibitory stimulus control procedure to reduce vocal stereotypy, but more data needed to establish social validity

QCan differential reinforcement of other behavior (DRO) be used to establish inhibitory stimulus control over vocal stereotypy in children with autism?Design: The authors used a changing-criterion ...

The stability of function of automatically reinforced vocal stereotypy over time.

Although prior research has suggested the function of socially reinforced problem behavior can change across time, the stability of the function of automatically reinforced behavior is largely unknown. Further, some authors have suggested automatically reinforced behavior is likely to enter into socially mediated contingencies. The present study compared 2 functional analyses conducted on the same target behavior at least 1 year apart. Participants were 6 individuals diagnosed with an intellectual or developmental disability displaying automatically reinforced vocal stereotypy. Results indicated the function of each participant's vocal stereotypy remained stable over time (i.e., no new functions were acquired); however, future research on functional stability for automatically reinforced behavior of other topographies is needed.

A comparison of response interruption and redirection and competing items on vocal stereotypy and appropriate vocalizations.

The current study compared the reductive effects of response interruption and redirection (RIRD) and competing items (including sound-producing and nonsound-producing toys) on the vocal stereotypy exhibited by two children diagnosed with Autism Spectrum Disorder. Sound-producing toys reduced vocal stereotypy relative to nonsound-producing toys and RIRD reduced stereotypy and increased rates of appropriate vocalizations to a greater extent than providing competing items. These findings replicate and extend previous literature suggesting that RIRD and sound-producing competing items are effective methods to treat vocal stereotypy.

Training a Neural Network for Vocal Stereotypy Detection.

This system was developed to detect and diagnose vocal stereotypies made by non-verbal autistic children. Vocal stereotypies are loud non-speech vocalizations made by these children.The system discussed in this paper uses a deep learning neural network to detect these vocalizations. Using similar data from other recorded human voices, the system can be trained to detect the non-speech vocalizations of autistic children. By detecting vocalizations the proposed system can be used to recognize the stimming of non-verbal autistic children from the background noise.

Shaping Vocal Stereotypy in Autism Spectrum Disorder: A Non-aversive Communication Teaching Technique

Many vocal stereotypy or repetitive vocalizations behaviors of children with autism spectrum disorder (ASD) are now seen as having potential language development, even though they may begin with highly delayed or absence of social consequences by reflexive or non-purposeful responses. The study of these vocal stereotypy or repetitive vocalizations behaviors in children with autism spectrum disorder has been of interest for a long period time. There is an accelerating interest in the communicative potential of repetitive vocalizations in the domain of pre-linguistic behaviors of children with ASD. The present article concentrates on a non-aversive communication teaching technique with shaping protocols. This research aims to answer the question: Do responding to repetitive vocalizations by three communicative behaviors, nonlinguistic contingent response, linguistic contingent responses, and finally linguistic contingent responses to the child's communicative act, guided with a shaping procedure increase frequency of communication attempt in a child with ASD. According to the multiple-probe across behaviors graphic and the anecdotal recordings of the participant affective involvement showed a great acceleration during intervention. This research has important implications, because promising results were gathered related to repetitive vocalizations behaviors in a child with (ASD) by using a non-aversive communication teaching technique with the shaping protocols.

Brief Report: Evaluating College Students' Perceptions of a Child Displaying Stereotypic Behaviors: Do Changes in Stereotypy Levels Affect Ratings?

One reason for treating stereotypic behavior is that it may negatively impact how others perceive the individual displaying the behavior, thus impeding social interactions; however, few studies have directly evaluated this possibility. As a first step toward testing this position, participants (college students) in Study 1 watched 5-min video clips of a child engaging in hand/finger motor stereotypy at varying levels (0%, 17%, 37%, and 40% of the time) while sound was muted. Following each video, participants completed a questionnaire to evaluate their perception of the child. In Study 2, additional participants completed the same questionnaire after watching the same videos with the sound unmuted to determine if the addition of vocal stereotypy altered their perceptions of the child. Results indicate that (a) observers negatively rated the child when he displayed motor stereotypy for 17% or more of a video clip and (b) the addition of vocal stereotypy yielded more negative judgements than motor stereotypy alone.

Further evaluation of treatments for vocal stereotypy: Response interruption and redirection and response cost

The purpose of this study was to expand on research on treatments for stereotypy by evaluating the effects of response interruption and redirection (RIRD) and response cost (RC) alone and as a treatment package on vocal stereotypy. Treatment phases included RIRD, RC, and response interruption and redirection plus response cost (RIRD + RC). The efficacy of these treatments was determined by measuring duration of stereotypy in session and during treatment intervals. Vocal stereotypy decreased in all three treatment conditions; however, when data analysis included stereotypy occurring during treatment intervals, stereotypy during the RC condition occurred at similar levels as baseline for one treatment evaluation phase for Karl and both treatment evaluations phases for Jon. We discuss implications of these findings, limitations of the current study, and areas for future research.

The Use of Differential Reinforcement of Other Behaviours to Establish Inhibitory Stimulus Control for the Management of Vocal Stereotypy in Children with Autism

ABSTRACTObjective: This study examined the efficacy of an inhibitory stimulus control procedure (ISCP) for the management of vocal stereotypy in three children with autism. Method: During discrimination training, implemented within a changing criterion design, participants were taught that there were no consequences for vocal stereotypy in the absence of an inhibitory stimulus but that differential reinforcement procedures were in effect in the presence of the stimulus. Functional control of the inhibitory stimulus was subsequently assessed within a reversal design. Results: Inhibitory stimulus control was established during discrimination training, with participants inhibiting vocal stereotypy for 30 min periods in the presence of the inhibitory stimulus. Reductions in vocal stereotypy were maintained in the presence of the inhibitory stimulus and in the absence of further programmed consequences. Discussion: This study extends current knowledge by demonstrating the efficacy of ISCPs paired with reinforcement only, and illustrating the functional control of the inhibitory stimulus.

Further Analysis of the Predictive Effects of a Free-Operant Competing Stimulus Assessment on Stereotypy.

We conducted five experiments to evaluate the predictive validity of a free-operant competing stimulus assessment (FOCSA). In Experiment 1, we showed that each participant's repetitive behavior persisted without social consequences. In Experiment 2, we used the FOCSA to identify high-preference, low-stereotypy (HP-LS) items for 11 participants and high-preference, high-stereotypy (HP-HS) items for nine participants. To validate the results of the FOCSAs (Experiment 3), we used a three-component multiple schedule to evaluate the immediate and subsequent effects of an HP-LS stimulus, an HP-HS stimulus, or both (in separate test sequences) on each participant's stereotypy. Results of Experiment 3 showed that the FOCSA correctly predicted the immediate effect of the HP-LS stimulus for 10 of 11 participants; however, the FOCSA predictions were less accurate for the HP-HS stimulus. Results of Experiment 4 showed that a differential reinforcement of other behavior procedure in which participants earned access to the HP-LS for omitting vocal stereotypy increased all five participants' latency to engaging in stereotypy; however, clinically significant omission durations were only achieved for one participant. Experiment 5 showed that differential reinforcement of alternative behavior in which participants earned access to the HP-LS stimulus contingent upon correct responses during discrete-trial training reduced targeted and nontargeted stereotypy and increased correct academic responding for all four participants. The potential utility of the FOCSA is discussed.

Using functional behavioral assessment to treat sleep problems in two children with autism and vocal stereotypy

Objectives: Sleep problems are prevalent among children with autism spectrum disorder (ASD) and are often accompanied by stereotypies, the function of which may be difficult to determine. Functional behavioral assessment (FBA) is an evidence-based approach to assessing and treating challenging behaviors, however, it has scarcely been used with sleep problems. This study investigates the effectiveness of FBA-based treatments for sleep disturbance (SD) in children with ASD, the short- and long-term maintenance of these effects, and parents’ perspectives on the assessment and treatment process.Method: Two case studies used FBA to inform treatments for SD in two children with ASD and stereotypic behavior. The sleep-competing behaviors appeared to be multi-functional and included sleep interfering vocal stereotypy. The parents of each child implemented individualized, multi-component treatment packages.Results: Results demonstrate a reduction in SD for each participant, though delayed sleep onset latency remained for one participant. These results were maintained at short- and long-term follow-up. The interventions had high social validity.Conclusion: The implications of these findings for future research, and the assessment and treatment of SD in children with ASD and vocal stereotypy are discussed.

Self-and-match system suppresses vocal stereotypy during independent work.

Vocal stereotypy can have a number of functions, and interventions have been developed to address individual functions. However, when vocal stereotypy is maintained by multiple reinforcers, interventions can be countertherapeutic when combined. The current intervention was designed to help reduce vo

Evaluation of response interruption and redirection during school and community activities.

Research has shown that response interruption and redirection (RIRD) is an effective treatment for vocal stereotypy. To date, no studies have evaluated RIRD in naturally occurring activities. Therefore, the primary purpose of the current study was to evaluate signaled RIRD in the treatment of vocal

Using Response Interruption and Redirection to Reduce Vocal Stereotypy

Response interruption and redirection, commonly referred to as RIR, is an evidence-based intervention that has been demonstrated to quickly reduce moderate to high levels of vocal stereotypy in children with autism spectrum disorder. The RIR intervention is a simple, three-step procedure that can be embedded in classroom instruction with minimal planning. This column describes the procedure and provides a troubleshooting guide to aid practitioners in effectively implementing the RIR behavior management strategy.

Decreasing Vocal Stereotypy of a Youth With Autism in a Classroom Setting

ABSTRACTThe purpose of this study was to investigate the use of response interruption and redirection (RIRD) to reduce vocal stereotypy in a student with Autism Spectrum Disorder in a special education classroom during group instruction. This study extends the literature on the use of RIRD, examining effectiveness with an adolescent with intellectual disability and limited functional language in a naturalistic setting. Results indicated that RIRD was effective in decreasing vocal stereotypy in this student.

A Progression to Transfer RIRD to the Natural Environment

Response interruption and redirection has been shown to be effective for decreasing vocal stereotypy, but treatment effects in the natural environment have yet to be documented in the literature. A recent review indicated the paucity of studies that implemented response interruption and redirection during typically occurring activities or for sessions longer than 5–10 min. One method to promote generalization across settings may be stimulus control procedures. The purpose of the current study was to evaluate the progression of the intervention from a highly structured to a more natural setting, and across longer durations. We also investigated the extent to which a signal could acquire stimulus control over stereotypy. Although we were unable to bring stereotypy under the inhibitory control of a signal alone, we maintained low levels of stereotypy in the natural environment and ultimately extended sessions up to 30 min. Clinical implications and areas for future research are discussed. Copyright © 2016 John Wiley & Sons, Ltd.

Parkinsonism, movement disorders and genetics in frontotemporal dementia.

Frontotemporal dementia (FTD) refers to a group of clinically and genetically heterogeneous neurodegenerative disorders that are a common cause of adult-onset behavioural and cognitive impairment. FTD often presents in combination with various hyperkinetic or hypokinetic movement disorders, and evidence suggests that various genetic mutations underlie these different presentations. Here, we review the known syndromatic-genetic correlations in FTD. Although no direct genotype-phenotype correlations have been identified, mutations in multiple genes have been associated with various presentations. Mutations in the genes that encode microtubule-associated protein tau (MAPT) and progranulin (PGRN) can manifest as symmetrical parkinsonism, including the phenotypes of Richardson syndrome and corticobasal syndrome (CBS). Expansions in the C9orf72 gene are most frequently associated with familial FTD, typically combined with motor neuron disease, but other manifestations, such as symmetrical parkinsonism, CBS and multiple system atrophy-like presentations, have been described in patients with these mutations. Less common gene mutations, such as those in TARDBP, CHMP2B, VCP, FUS and TREM2, can also present as atypical parkinsonism. The most common hyperkinetic movement disorders in FTD are motor and vocal stereotypies, which have been observed in up to 78% of patients with autopsy-proven FTD. Other hyperkinetic movements, such as chorea, orofacial dyskinesias, myoclonus and dystonia, are also observed in some patients with FTD.

Stereotypies: From Normal to Pathological

Stereotypies are rhythmic, patterned, repetitive, purposeless, and continuous movements which may be categorized into the following two ways: primary, if they appear in healthy normally developing subjects; or secondary, when they are associated with neurologic problems. They may also be divided into motor, vocal, or visual stereotypies. Biological mechanisms of stereotypies are unknown but they seem to be related to the basal ganglia or the cortical-basal ganglia-thalamo-cortical circuits. Stereotypies are frequently found in patients with autistic disorders, intellectual disability, and sensorial deficit disorders. Some neurodevelopmental disorders show specific motor stereotypies, which reinforce the notion of a genetic or neurobiological basis. When necessary, treatment may include behavioral or drug-based approaches.