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Teacher-Implemented Response Interruption and Redirection: Training, Evaluation, and Descriptive Analysis of
Aimee Giles1, Shelley Swain1, Louise Quinn1
11 University of South Wales, Pontypridd, UK.
Behavior Modification
|September 23, 2017
Summary
Response interruption and redirection (RIRD) effectively reduces stereotypy in classrooms. Novice teaching assistants can be trained to implement RIRD, though common errors in initiation and termination require attention.
Area of Science:
- Behavioral Psychology
- Applied Behavior Analysis
- Special Education
Background:
- Stereotypy is a common behavior in certain populations.
- Response interruption and redirection (RIRD) is an effective intervention for stereotypy.
- Classroom implementation of RIRD presents fidelity challenges for educators.
Purpose of the Study:
- To evaluate the effectiveness of RIRD in a classroom setting.
- To assess the trainability of novice teaching assistants in implementing RIRD.
- To analyze treatment integrity errors during RIRD implementation.
Main Methods:
- The study involved three children and their teaching assistants.
- A baseline of written instructions was followed by RIRD training.
- Training utilized modeling, rehearsal, and feedback techniques.
Main Results:
- RIRD implementation accuracy improved significantly for all teaching assistants post-training.
- Novice teaching assistants demonstrated the ability to be trained in RIRD.
- The most frequent treatment integrity errors involved incorrect initiation and termination of RIRD.
Conclusions:
- RIRD is an effective classroom intervention for stereotypy when implemented by trained personnel.
- Novice teaching assistants can be successfully trained to implement RIRD with high fidelity.
- Addressing specific treatment integrity errors, such as initiation and termination, is crucial for optimizing RIRD effectiveness.
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