ABA Inside Track Episode 27: Stereotypy as Reinforcement

Hosts

Welcome to the podcast.
Discussion about what people do in their cars besides driving (e.g., reading, changing clothes, eating).

This episode focuses on stereotypy as reinforcement.
The episode will discuss two articles on this topic:
1. Treating stereotypy in adolescents diagnosed with autism by Potter, Hanley, Augustine, Clay, and Phelps (2013).
2. Effects of multiple versus chained schedules on stereotypy and item engagement by Slayton and Hanley (2016).

Stereotypy refers to repetitive, non-functional acts often seen in individuals with autism.
Examples include:
- Jumping
- Rocking
- Hand flapping
- Vocal repetitions
Stereotypy is usually automatically maintained, meaning the behavior itself is reinforcing.

Different views on the treatment of stereotypy:
- Some believe engaging in stereotypic behavior is a form of communication.
- Others feel that promoting it may be harmful.
Using stereotypy as a reinforcer can be viewed as progressive in behavior analysis.

Main findings:
- Examines using stereotypy as reinforcement to decrease stereotypic behavior while increasing socially acceptable behaviors.
- Conducted a component analysis to evaluate the effectiveness of combined treatment methods.
- Found varying success rates among participants, emphasizing the need for function-based treatments.
Key Components of the Treatment Package:
- Activities
- Prompting
- Blocking
- Differential reinforcement of generic functional engagement
Results:
- Demonstration that a treatment package reduced stereotypy effectively when all components were present.
- Social validity assessed; participants preferred the treatment package.

Main concepts:
- Focuses on establishing stimulus control of stereotypy and increasing item engagement.
- Explores differences between multiple schedules (non-contingent access to stereotypy) and chained schedules (contingent access based on previous responding).
Participants: Mark (11 years old) and Molly (18 years old).
Results:
- Both schedules were effective at decreasing stereotypy, but the chained schedule was superior.
- Item engagement increased in both schedules, with higher rates seen under the chained schedule.
- Latency to stereotypy was longer in the chained schedule, indicating better stimulus control.

Stereotypy is challenging to completely eradicate; therefore, using it as reinforcement could be beneficial.
Potential areas for further research include:
- Investigating the necessity of blocking every instance of stereotypy.
- Exploring vocal stereotypy and its treatment implications.
- Testing the effectiveness of response cost strategies within treatment packages.

Both articles provide insight into the use of stereotypy as a reinforcement strategy.
Further research needed to enhance practical applications in various settings.

Engaging with stereotypy in a controlled manner could help in reducing its interference with learning.
Social validity and preference assessments are crucial for successful implementation of treatment.
Gradual introduction and fading of interventions can lead to more sustainable outcomes.