TY - JOUR
T1 - Teacher-Implemented Response Interruption and Redirection
T2 - Training, Evaluation, and Descriptive Analysis of Treatment Integrity
AU - Giles, Aimee
AU - Swain, Shelley
AU - Quinn, Louise
AU - Wifenbach, Brittany
PY - 2017/9/21
Y1 - 2017/9/21
N2 - Response interruption and redirection (RIRD) is an effective intervention for decreasing stereotypy. During RIRD, contingent on occurrences of stereotypy, therapists interrupt the behavior and prompt the participant to complete an alternative response. Although RIRD has been implemented by teachers in classrooms, it requires continuous monitoring of participants to be implemented with fidelity and may be difficult for teachers to manage. The present study evaluated the effectiveness of RIRD when implemented in classrooms. In addition, we evaluated if novice teaching assistants could be trained to implement RIRD. Finally, a descriptive analysis of treatment integrity errors during RIRD was conducted. Three children and teaching assistants participated. Following a written instructions baseline, the teaching assistants were trained to implement RIRD using modeling, rehearsal, and feedback. The training increased the accuracy of RIRD implementation for all participants. Incorrectly initiating and terminating RIRD were the most common treatment integrity errors observed.
AB - Response interruption and redirection (RIRD) is an effective intervention for decreasing stereotypy. During RIRD, contingent on occurrences of stereotypy, therapists interrupt the behavior and prompt the participant to complete an alternative response. Although RIRD has been implemented by teachers in classrooms, it requires continuous monitoring of participants to be implemented with fidelity and may be difficult for teachers to manage. The present study evaluated the effectiveness of RIRD when implemented in classrooms. In addition, we evaluated if novice teaching assistants could be trained to implement RIRD. Finally, a descriptive analysis of treatment integrity errors during RIRD was conducted. Three children and teaching assistants participated. Following a written instructions baseline, the teaching assistants were trained to implement RIRD using modeling, rehearsal, and feedback. The training increased the accuracy of RIRD implementation for all participants. Incorrectly initiating and terminating RIRD were the most common treatment integrity errors observed.
KW - stereotypy
KW - autism spectrum disorder
KW - response interruption and redireciton
KW - Behavioral skills training
KW - Treatment integrity
U2 - 10.1177/0145445517731061
DO - 10.1177/0145445517731061
M3 - Article
C2 - 28934869
SN - 0145-4455
JO - Behavior Modification
JF - Behavior Modification
ER -