Persons diagnosed with Autism often engage in repetitive acts that appear to serve no function; these acts are collectively referred to as stereotypy due to the formal similarity of the acts and the periodicity with which they are emitted. Behavior analysts are often called upon to develop behavior plans addressing stereotypy.
Recent research has shown that persons with autism who engage in stereotypy that interferes with learning prefer to enter therapeutic contexts in which balanced teaching programs are administered rather than spend time in concurrently available contexts in which they could engage in stereotypy freely and without interruption. Stereotypy Assessment and Treatment process include capitalizing on the reinforcing nature of stereotypy, teaching the appropriate times and places for stereotypy to occur, and teaching language, social, leisure, and academic skills that may eventually eclipse interfering forms of stereotypy.
Consultation in Stereotypy
The content and duration of the consultation is flexible and can be tailored to each professional’s needs. We build capacity in others to implement an efficient model of assessment and treatment within a three-step process.
- Training
- Synchronous Assessment Design and Implementation Support
- Asynchronous Treatment Design and Implementation Support
The first step is training and is usually completed via 3 hour Stereotypy on-demand course.
The second step is process design and implementation support. FTF Consultants guide the process of designing both the baseline and treatment process for three children or clients served by the organization. FTF consultants then provide synchronous consultation while professionals implement the analysis. A period of reflection is then scheduled to discuss that which was learned and to plan the treatment from the analysis results. The treatment process is then outlined for each client and treatment is often initiated on this day.
The third step involves weekly consultative support via Zoom videoconferencing. Through evaluation of uploaded videos, data sheets, and graphs, an FTF Consultant supports the host organization’s personnel in progressing the treatment until critical social skills are developed under the conditions that used to occasion severe problem behavior. Support often continues until treatment is extended to relevant people and contexts and a socially meaningful impact is achieved.
| Course/Event/Service | Description |
|---|---|
| On-Demand Course | Introduction to the rationale, procedures, and research relevant to the assessment and treatment of stereotypy. This course is a prerequisite to any of our other services. |
| Stereotypy Design Sessions | These application events serve to help the professional design the assessment and treatment portions of the process. |
| Stereotypy Consultation | This is a full-support package in which we aim to build capacity in others to implement an efficient model of assessment and treatment within our three-step process. |
If you are interested in this service, please click below.
- Hanley, G. P., Iwata, B. A., Thompson, R. H., & Lindberg, J. S. (2000). A component analysis of “stereotypy as reinforcement” for alternative behavior. Journal of Applied Behavior Analysis, 33(3), 285-297.
- Potter, J. N., Hanley, G. P., Augustine, M., Clay, C. J., & Phelps, M. C. (2013). Treating stereotypy in adolescents diagnosed with autism by refining the tactic of “using stereotypy as reinforcement”. Journal of Applied Behavior Analysis, 46(2), 407-423.
- Slaton, J. D., & Hanley, G. P. (2016). Effects of multiple versus chained schedules on stereotypy and item engagement. Journal of applied behavior analysis, 49(4), 927-946.
