Interventions to Decrease Vocal Stereotypy

Principal Investigator:
Lina Agudelo

Faculty Advisor:
Daphna El Roy

Abstract:
Individuals with autism commonly engage in various forms of stereotypy, motor stereotypy, vocal stereotypy, or both. Vocal stereotypy affects the ability to learn and can be viewed as socially unacceptable by others (Liu-Gitz & Banda, 2010). Decreasing vocal stereotypy of individuals with autism has various potential benefits. The benefits may include an increase in focus, stronger interactions, and appropriate language. A literature review was conducted to identify articles featuring interventions to decrease vocal stereotypy. An anonymous Google Forms survey was developed and sent to professionals employed by an agency providing Applied Behavior Analysis (ABA) services in a clinic or home to individuals with autism. Nineteen professionals took the survey. Demographic data showed that 94.7% of the participants had worked with children ages 1-5. Procedural questions focused on whether each evidence-based intervention from the literature had been used by the professionals surveyed, and if so, how effective they rated it to be. Results showed the intervention used by the highest percentage of participants (73.7%) included both using visuals (e.g., green/red cards to signal appropriate/inappropriate to engage in stereotypy) and reprimands. None of the participants who reportedly used this strategy rated it as ineffective.