Date of Award
Spring 5-16-2025
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Psychology
First Advisor
Paige Boydston (paigeboydston@pittstate.edu)
Second Advisor
Laurent Pretot (lpretot@pittstate.edu)
Third Advisor
Laura Covert-Miller (lcovert@pittstate.edu)
Abstract
Vocal stereotypy is the repetitive, nonfunctional, and/or noncontextual vocalizations that are specifically maintained through internal reinforcement (Shawler, et al., 2020). Vocal stereotypy is commonly displayed in individuals with autism spectrum disorder (ASD); however, it may also occur in individuals with or without disabilities. When individuals engage in vocal stereotypy, they may lose learning opportunities, struggle to engage in daily tasks, and may even become stigmatized by their peers. One intervention used to reduce the frequency of vocal stereotypy in individuals with ASD is Response Interruption and Redirection (RIRD). RIRD was first evaluated for effectiveness in 2007 by Ahearn and colleagues. This study sought to contribute to the literature by comparing two types of RIRD (traditional RIRD [TRIRD] and modified RIRD [MRIRD]) on the occurrence of vocal stereotypy in young children with ASD. Following functional analyses to determine the function of vocal stereotypy in participants, the present study used a multielement design to rapidly alternate and compare a control condition to TRIRD and MRIRD, and the resultant impacts on the display of vocal stereotypy. Results from the study indicated a substantial reduction in vocal stereotypy percentages from the use of both TRIRD and MRIRD in young children with ASD.
Recommended Citation
Tallent, Haley, "Vocal Stereotypy Interventions Using Response Interruption and Redirection" (2025). Electronic Theses & Dissertations. 787.
https://digitalcommons.pittstate.edu/etd/787
