Stimulus Control Procedure for Reducing Vocal Stereotypies in.pptx

Stimulus control

1. Stimulus Control Procedure for Reducing Vocal Stereotypies in an Autistic Child Marco Esposito 1,* , Laura Pignotti 2, Federica Mondani 3, Martina D’Errico 4, Orlando Ricciardi 3, Paolo Mirizzi 5, Monica Mazza 1 and Marco Valenti 6 Abdallah Alsaidy B.Sc., Qasp-s

2. Keywords - Abstract Participant: 7-year-old child with Autism Spectrum Disorder Exhibited vocal stereotypy maintained by automatic reinforcement Intervention Summary: Discrimination Training: Green card (SD): Free access to vocal stereotypy Red card (SΔ): Stereotypy interrupted and redirected Appropriate behaviors reinforced in both conditions Outcomes of Training: Child learned to discriminate : Less stereotypy in red card condition More stereotypy in green card condition Keywords : vocal stereotypies; autism spectrum disorder; automatic reinforcement; stimulus control; changing criterion design

3. Introduction Children with Autism Spectrum Disorder (ASD) often show: Deficits in social communication Patterns of restricted and repetitive behavior ASD affects a wide range of developmental areas: Social, cognitive, behavioral, and adaptive skills What Are Stereotypies? Stereotypies are: Repetitive , invariant behaviors Core diagnostic features of ASD (DSM criteria) Examples: Vocalizing Echolalia Non-contextual speech Maintained by automatic positive reinforcement Impact of Stereotypy Stereotypy may: Interfere with learning Compete with academic and daily activities Create stimulus control problems Can reduce responsiveness to instruction

4. Social Stigma and Functioning Social Stigma and Functioning Stereotypy can: Be socially stigmatizing Limit opportunities for: Social interaction Leisure Self-care Academic learning May interfere with skill acquisition Context Matters Behavior should be assessed within context (school) Environment influences: Frequency of stereotypy Type of required support Treating stereotypy can reduce stigma and improve peer interactions Perception and Social Judgment Study [10]: College students rated children more negatively when: Motor stereotypy was present Even more negative when vocal stereotypy was added Public perception impacts social acceptance

5. 1.1. Function Analysis of Stereotypies Vocal and motor stereotypy behaviors can be maintained by : Access to attention ([15–18]) Access to tangibles ([15]) Automatic Reinforcement in Stereotypies According to Rapp and Vollmer [3]: More than 90% of functional analyses show stereotypies are maintained by automatic positive reinforcement . This reinforcement is produced independently of social environment Sensory Consequences and Behavior Repetitive motor and vocal behaviors in individuals with developmental disabilities are reinforced by: The sensory stimulation produced directly by the behavior ([19]). Stereotypies are maintained by the sensory consequences they produce

6. Focus on Nonsocial Reinforcement Although repetitive vocalizations may sometimes be maintained by social consequences , recent reviews focus on: Behaviors maintained by nonsocial consequences ([20]) because: (a) Stereotypy generally persists without social reinforcement. (b) Interventions for socially reinforced vocalizations differ and require separate review. (c) Socially reinforced vocalizations are better classified using Skinner’s verbal operants . Definition of Vocal Stereotypy In this study, vocal stereotypy refers to: Any repetitive sounds or words produced by an individual’s vocal apparatus. These behaviors are maintained by nonsocial (automatic) reinforcement

7. 1.2. Behavioral Interventions