ABSTRACT

This study examined the effects of a combined intervention of response interruption and redirection (RIRD) with self-monitoring on vocal stereotypy and on-task behavior in a middle school student with autism spectrum disorder. One student attending a special school participated, and a multiple-baseline design across settings (classroom, library, and vocational training room) was used to evaluate the intervention. Following a functional assessment of the participant’s vocal stereotypy, baseline, intervention, and maintenance phases were implemented sequentially. Prior to the intervention, the student received pre-training on the use of a self-monitoring checklist, and data for each session were collected during individual task periods after class began. The results showed decreased vocal stereotypy and increased on-task behavior across all settings, with the effects maintained after the intervention ended. These findings confirm that combining RIRD with self-monitoring is effective in reducing vocal stereotypy and improving task engagement in middle school student with autism. Implications of the intervention are discussed.

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