Giles Aimee, Swain Shelley, Quinn Louise, Weifenbach Brittany
1 University of South Wales, Pontypridd, UK.
Behav Modif. 2018 Jan;42(1):148-169. doi: 10.1177/0145445517731061. Epub 2017 Sep 21.
Response interruption and redirection (RIRD) is an effective intervention for decreasing stereotypy. During RIRD, contingent on occurrences of stereotypy, therapists interrupt the behavior and prompt the participant to complete an alternative response. Although RIRD has been implemented by teachers in classrooms, it requires continuous monitoring of participants to be implemented with fidelity and may be difficult for teachers to manage. The present study evaluated the effectiveness of RIRD when implemented in classrooms. In addition, we evaluated if novice teaching assistants could be trained to implement RIRD. Finally, a descriptive analysis of treatment integrity errors during RIRD was conducted. Three children and teaching assistants participated. Following a written instructions baseline, the teaching assistants were trained to implement RIRD using modeling, rehearsal, and feedback. The training increased the accuracy of RIRD implementation for all participants. Incorrectly initiating and terminating RIRD were the most common treatment integrity errors observed.
反应中断与转向（RIRD）是一种减少刻板行为的有效干预措施。在RIRD过程中，根据刻板行为的发生情况，治疗师会中断该行为并促使参与者完成替代反应。尽管RIRD已被教师在课堂上实施，但它需要对参与者进行持续监测以确保忠实执行，并且教师可能难以管理。本研究评估了在课堂上实施RIRD的有效性。此外，我们评估了新手教学助理是否可以接受培训来实施RIRD。最后，对RIRD过程中的治疗完整性错误进行了描述性分析。三名儿童和教学助理参与了研究。在书面指导基线之后，教学助理通过示范、演练和反馈接受培训以实施RIRD。培训提高了所有参与者实施RIRD的准确性。观察到的最常见的治疗完整性错误是错误地启动和终止RIRD。
