Researchers Ahearn, Clark, MacDonald, and Chung (2007) devised a study to measure and decrease vocal stereotypy in children with Autism Spectrum Disorders (ASD). Using a single subject research design, the researchers compared four subjects’ baseline scores with their experimental scores after beginning the treatment phase of the study. The following sections of the group document will describe the particulars of the study’s experimental design and review the study across the seven dimensions of Applied Behavior Analysis as described by Baer, Wolf, and Risley (1968). The seven dimensions are as follows: analytic, applied, behavioral, conceptually systematic, effective, generality, and technology.
Ahearn et al. (2007) examined non-communicative vocalization of children with an autism spectrum disorder. Participants of the study were four children: Mitch 3yrs,his vocal stereotypy word approximations and noises; peter 11yrs, stereotypy consisted of repeated words, words approximation and noise; Nicki and Alice 7 years twins, Nicki stereotypy consisted of repeated words, words approximations and noises and Alice stereotypy consisted noises and some word approximation. All sessions were conducted in room with video camera, microphone, and video recording. A functional analysis by Iwata conducted on vocal stereotypy. ABAB design was used to implement Response interruption to see if it is successful in redirecting vocal stereotypy. Participants’ teachers were taught to implement RIRD. Findings of the study showed that vocal stereotypy decreased and appropriate vocalization increased during RIRD implementation. All participants generated less vocal stereotypy when compared to baseline. Three of the four participants displayed more appropriate vocalization than in baseline. Limitations to the study were the baseline for one participant (peter) was short and different procedures were used to collect data for appropriate vocalization, and vocal stereotypy, and treatment and assessment. Applied Behaviors that are of interest in the article by Ahearn et al. …show more content…
(2007) are those of vocal stereotypy in children with developmental disabilities. Baer et al. (1968) state that the primary question of “How immediately important is this behavior or these stimuli to this subject?” Vocal stereotypy is the behavioral interest because it is both important to the individual and the society in which they are a part of. Stereotypic behavior is characterized by its repetitive motor and vocal responses that serve no appropriate function (Ahearn et al., 2007). The article focused on a subtype of stereotypic behavior, which is vocal stereotypy closely related to echolalia, which is describe as “parroting of the speech of others (Ahearn et al., 2007). Furthermore, vocal stereotypy is any instance of speech that is non-contextual or nonfunctional that includes babbling, singing, repetitive grunts, squeals, and phrases that are not related to the present situations (Ahearn et al., 2007). Vocal stereotypy is important to the individual with developmental disability because it serves the purpose of sensory stimulation and automatic reinforcement. Although the purpose is to automatically reinforce the individual, to the society, and the individual as well, vocal stereotypy can hinder social interactions and cooperative play by isolating the individual who is displaying the behavior. Vocal stereotypy has also been found to take the place of appropriate vocal responses such as appropriate social interactions, mands in request of items, or in conversation exchange. Behavioral Behavioral studies are the study of what people do and involve observable, measurable, behaviors as they are, rather than as the individual describes themselves (Baer, Wolf, & Risley, 1968). They involve not only what they are doing, but what they can be brought to do and involve the behaviors of those involved in the research (Baer, Wolf, & Risley, 1968). In the research completed by Ahearn et al. (2007) the behavioral aspect in need of change was the vocal stereotypy identified through observation. This behavior was further defined as any engagement in “non-contextual or non-functional speech which included singing, babbling, repetitive grunts, squeals, and phrases unrelated to the given situation” (Ahearn et al., 2007). In identifying the features and functions of vocal stereotypy in individual cases, researchers conducted functional assessments of the behavior prior to treatment. In doing so, they were able to identify under what conditions the individual participants were more likely to engage in vocal stereotypy and current ability of appropriate responding. Vocal stereotypy was observed to increase during instances of alone time which inferred it was not mediated by social contingencies and, therefore, maintained by sensory consequences related to
Ahearn et al. (2007) examined non-communicative vocalization of children with an autism spectrum disorder. Participants of the study were four children: Mitch 3yrs,his vocal stereotypy word approximations and noises; peter 11yrs, stereotypy consisted of repeated words, words approximation and noise; Nicki and Alice 7 years twins, Nicki stereotypy consisted of repeated words, words approximations and noises and Alice stereotypy consisted noises and some word approximation. All sessions were conducted in room with video camera, microphone, and video recording. A functional analysis by Iwata conducted on vocal stereotypy. ABAB design was used to implement Response interruption to see if it is successful in redirecting vocal stereotypy. Participants’ teachers were taught to implement RIRD. Findings of the study showed that vocal stereotypy decreased and appropriate vocalization increased during RIRD implementation. All participants generated less vocal stereotypy when compared to baseline. Three of the four participants displayed more appropriate vocalization than in baseline. Limitations to the study were the baseline for one participant (peter) was short and different procedures were used to collect data for appropriate vocalization, and vocal stereotypy, and treatment and assessment. Applied Behaviors that are of interest in the article by Ahearn et al. …show more content…
(2007) are those of vocal stereotypy in children with developmental disabilities. Baer et al. (1968) state that the primary question of “How immediately important is this behavior or these stimuli to this subject?” Vocal stereotypy is the behavioral interest because it is both important to the individual and the society in which they are a part of. Stereotypic behavior is characterized by its repetitive motor and vocal responses that serve no appropriate function (Ahearn et al., 2007). The article focused on a subtype of stereotypic behavior, which is vocal stereotypy closely related to echolalia, which is describe as “parroting of the speech of others (Ahearn et al., 2007). Furthermore, vocal stereotypy is any instance of speech that is non-contextual or nonfunctional that includes babbling, singing, repetitive grunts, squeals, and phrases that are not related to the present situations (Ahearn et al., 2007). Vocal stereotypy is important to the individual with developmental disability because it serves the purpose of sensory stimulation and automatic reinforcement. Although the purpose is to automatically reinforce the individual, to the society, and the individual as well, vocal stereotypy can hinder social interactions and cooperative play by isolating the individual who is displaying the behavior. Vocal stereotypy has also been found to take the place of appropriate vocal responses such as appropriate social interactions, mands in request of items, or in conversation exchange. Behavioral Behavioral studies are the study of what people do and involve observable, measurable, behaviors as they are, rather than as the individual describes themselves (Baer, Wolf, & Risley, 1968). They involve not only what they are doing, but what they can be brought to do and involve the behaviors of those involved in the research (Baer, Wolf, & Risley, 1968). In the research completed by Ahearn et al. (2007) the behavioral aspect in need of change was the vocal stereotypy identified through observation. This behavior was further defined as any engagement in “non-contextual or non-functional speech which included singing, babbling, repetitive grunts, squeals, and phrases unrelated to the given situation” (Ahearn et al., 2007). In identifying the features and functions of vocal stereotypy in individual cases, researchers conducted functional assessments of the behavior prior to treatment. In doing so, they were able to identify under what conditions the individual participants were more likely to engage in vocal stereotypy and current ability of appropriate responding. Vocal stereotypy was observed to increase during instances of alone time which inferred it was not mediated by social contingencies and, therefore, maintained by sensory consequences related to