Repetitive/Stereotypic/Self-Stimulatory Behaviors

  • humming
  • nonsense words
  • sounds, phrases, or echolalia
  • flapping of hands
  • finger flexing
  • rocking of body
Repetitive behavior can be either vocal or motor based, and refers to behaviors that seem to lack a social function or motivation; however, these behaviors may in fact be meeting a need for the student (sensory regulation, increasing wait time for processing, attempting communication). There is evidence to support that reducing repetitive behavior in students can increase engagement and communication skills of the student.
Vocal behaviors may include humming, nonsense words, sounds, phrases, or echolalia (immediate repeating of words/phrases heard in their environment or delayed repetition of phrases from movies/other media). Motor behaviors may include flapping of hands, finger flexing, or rocking of body.

Self-Monitoring with Rewards

This strategy can be used with students who engage in repetitive verbal behavior (verbal stereotypy), that seems to serve no communication function. Student is taught to identify “quiet” vs “noisy” behavior. Student is given a “quiet” visual reminder, and self-records whether or not he/she has been quiet during the time interval. Student receives rewards for reaching a goal percentage of quiet intervals. ​

Response Interruption and Redirection (RIRD)

This strategy can be used for either vocal or motor repetitive behavior. When the student engages in the behavior, the teacher first gains their attention by calling out the student’s name in a neutral tone. If the behavior is vocal, the teacher then follows up with a series of questions in an attempt to elicit a response and may be aligned with individual interests  (How old are you? What is your favorite season?). If the behavior is motor, the teacher may request a verbal or motor response (Touch your nose, Stand up).

RIRD Examples (PDF)
RIRD Examples (DOCX)

Toy/Book Conditioning

This intervention may be appropriate for students who spend their free time engaging in stereotypic behaviors and disengaged from toys and books. Students are taught to interact with toys and books through a structured activity, which includes rewards. This has been shown to lead to more book interaction and toy play during free time, and less repetitive and passive behaviors.
References:
Ahrens, E. N., Lerman, D. C., Kodak, T., Worsdell, A. S., & Keegan, C. (2011). Further evaluation of response interruption and redirection as treatment for
       stereotypy. Journal of Applied Behavior Analysis,44(1), 95–108. http://doi.org/10.1901/jaba.2011.44-95

Colón, C. L., Ahearn, W. H., Clark, K. M., & Masalsky, J. (2012). The effects of verbal operant training and response interruption and redirection on
       appropriate and inappropriate vocalizations.Journal of Applied Behavior Analysis, 45(1), 107–120. http://doi.org/10.1901/jaba.2012.45-107

​Liu-Gitz, L., & Banda, D. R. (2009). A replication of the RIRD strategy to decrease vocal stereotypy in a student with autism. Behavioral I
       Interventions, 25 (December 2009), 77–87.http://doi.org/10.1002/bin

Saini, V., Gregory, M. K., Uran, K. J., & Fantetti, M. a. (2015). Parametric analysis of response interruption and redirection as treatment for stereotypy. Journal
        of Applied Behavior Analysis,48(1), 96–106. http://doi.org/10.1002/jaba.186
Marin County SELPA commissioned Dominican University of California’s Department of Special Education to identify evidence-based behavioral practices to support students, teachers, and local schools. In particular, the task was to identify positive, evidence-based classroom practices leading to academic and behavioral success.  
​Dominican University of California is located in Marin County and offers graduate programs that culminate in a Master of Science (MS) in Education degree. These programs are designed for educators and other professionals who are interested in teaching and seek preparation for leadership roles and responsibilities