Response Interruption Redirection

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).

How to: 

First, understand the level of communication (Phase 1: Baseline):
  • Identify examples of repetitive behavior (repeating words over and over) in contrast to typical and expected communication (answering a question).
  • Collect data on how often the repetitive behavior is occurring.
  • A list of RIRD prompts (either vocal or motor) should be compiled and represent questions that the student has the language skills to answer.
  • Questions may be general (What day is it today?), or more  specific  to the interests of the child (Which is your favorite video game?).

Intervention:
  • When the student engages in the repetitive behavior, first say his/her name in an even tone.
  • If appropriate for the student, attempt to gain eye contact to get their attention.
  • Then, give them the RIRD question prompt (link to RIRD examples).
  • If the student does not answer the prompt you may chose to move on, or to offer it again.
  • Research suggests that the prompt itself is enough to reduce the repetitive behavior; it is not necessary for the student to answer the question in order for the intervention to be successful.
  • Provide positive praise to student when they are able to successfully communicate needs/wants in an appropriate way.

Monitoring Progress:
  • Review the examples of repetitive behavior (repeating words over and over) in contrast to typical and expected communication (answering a question) that were established during the baseline, to ensure consistent data collection methods and fidelity to the intervention.
  • Collect data periodically to track progress and identify the effectiveness of the intervention.
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    
      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


Resources: 
RIRD Examples (PDF)
RIRD Examples (DOCX)
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