Practical Scripts for

Decreasing Challenging
Behaviours in Students
with Autism or
Developmental Disabilities

knowledge t ranslation
in developmental disabilities
Practical Scripts for
Decreasing Challenging
Behaviours in Students
with Autism or
Developmental Disabilities
First Edition

Copyright © 2013 katydid: knowledge translation in developmental disabilities

Printed in Canada.

ii
Reader’s Note

This booklet reflects the recommendations made by the

KATYDID: Knowledge Translation in Developmental Disabilities
research team based on our reading of 40 peer-reviewed articles
that were published over the last 10 years. Our purpose is to give
the reader helpful information on the topic of reducing challenging
behaviours as covered in these articles.

This booklet is not meant to provide health, medical, or

professional consultation. The reader is advised to consult
appropriate and qualified health, medical, and other professionals
for these processes. Safety precautions (by seeking qualified
professionals) may need to be taken when dealing with behaviours
that are harmful to the students, their peers and teachers, or care
providers. One of the procedures (i.e., Script 3. A.) in this booklet
is a punishment procedure, thus, readers should always adhere to
the ethical and professional standards of their organization and
jurisdiction when considering any intervention procedures.

The KATYDID research team does not take responsibility for

any personal or other risk, loss, or liability incurred as a direct or
indirect consequence of application or use of information found in
this booklet.

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

iii
Acknowledgements

We would like to acknowledge the many people who took part in

the research project and assisted in the preparation of this booklet:
Authors:
Joyce Douglas, BEd Toby Martin, PhD
Kelly Carpick, BA (Hons) Shahin Shooshtari, PhD
Brenda Stoesz, BEd, MA Sebastian North, MA
Janine Montgomery, PhD Lindsay Dodson, MA

with contribution from the

KATYDID: Knowledge Translation in

Developmental Disabilities
research team
knowledge t ranslation
www.katydid.info in developmental disabilities

We would also like to acknowledge our project partners and

funders: St. Amant Research Centre, Canadian Institute of Health
Research (CIHR), and the University of Manitoba. Preparation of
this document was funded by a grant [FRN: KAL - 104248] from
the Canadian Institutes of Health Research.

iv
Contents

Contents v

Introduction vii

Inappropriate Vocalizations 1
Script 1. A: Response Interruption Re-Direction (RIRD) 1
Script 1. B: Functional Communication Training 2

Stereotypy: Repetitive Behaviour 3

Script 2. A: Motor Response Interruption and Response
Interruption Re-Direction (RIRD) 3
Script 2. B: Visual Cues 4

Spitting 5
Script 3. A: Response Cost + Noncontingent Reinforcement 5
Script 3. B: Noncontingent Reinforcement + Access to Other
Oral Stimulation 6

Physical or Verbal Aggression towards Others 7

Script 4. A: Functional Communication Training 7
Script 4. B: Contingent Access to Reinforcers 8

v
Self-Injurious Behaviour 9
Script 5. A: Differential Reinforcement 9

Disruption of all Types 10

Script 6. A: Exercise Program 10
Script 6. B: Positive Reinforcement and Token Exchange 11
Script 6. C: Functional Communication Training 12

Appendix A: Glossary of Terms 13

Appendix B: Additional Resources for School Staff 17

vi
Introduction

Students with autism and developmental disabilities may engage

in a variety of activities that are considered disruptive or harmful
to themselves or others. Students’ challenging behaviors may
serve important purposes, such as self-soothing or anxiety
management. While most students do not intend to disrupt others,
their behaviours can negatively impact the classroom environment,
especially by preventing other students’ learning, and/or cause
school staff to feel threatened or upset. In these cases, there is a
need for quick and efficient behaviour management strategies.

The behaviour management scripts in this booklet are derived

from research-based approaches that are known to be effective for
school staff to use with students with autism and developmental
disabilities. These scripts are intended to be a starting point only,
and as always, it is best practice to consult with the student’s
school team to establish the best approaches for the particular
student. These scripts are meant to help teachers and other school
staff to manage behaviours in the moment that they are happening.

It is important to note that after beginning an intervention, you

may actually notice a short-term increase in disruptive behaviors.
It is important to continue interventions even when this occurs.

vii
If the increase persists (e.g., over several days), the importance
of consulting clinical professionals likewise increases. Safety
precautions may be necessary when implementing these scripts in
an educational setting.

Research shows that understanding the function of a particular

behaviour is the most important element in effectively changing
behaviours. Conducting a functional assessment before
an intervention by a qualified behaviour analyst is strongly
recommended. While we do want the procedures in this booklet
to be practical for use in the educational setting, we recommend
some form of monitoring of the behaviour before and after the
intervention as a general rule that should occur with all the scripts
in this booklet. Otherwise, how will teachers and other school staff
know that a procedure is working or not? Assistance in learning
to implement these scripts and to evaluate the effectiveness of the
interventions may also be needed and the school team can support
that process.

viii
Inappropriate Vocalizations

Most effective when:

• The student can respond verbally to simple questions

• Increases in vocalizations have not been followed by
aggression in the past
Script 1. A: Response Interruption Re-Direction (RIRD)
a. The student vocalizes inappropriately
b. Interrupt the inappropriate vocalization by focusing the
student on another activity by asking a question (i.e.,
prompting) that requires a vocal response (e.g., “What’s
your name?”; “What are your parents’ names?”; “What’s
your pet’s name?”)
c. Wait 5 seconds for a response
d. Prompt if necessary
e. Model appropriate action (i.e., answer your own questions)
f. Praise the desired behaviour (e.g., “Good talking!”; “That’s
how we talk!”)
g. Do not acknowledge the undesired behaviour

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
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.

1
Inappropriate Vocalizations

Most effective when:

• The student is nonverbal

• The student understands some picture symbols
Script 1. B: Functional Communication Training
a. The student vocalizes inappropriately
b. Interrupt the inappropriate vocalization by asking a
question (i.e., prompting), such as “How do you ask for
something to eat?”
c. Use picture symbols (i.e., picture exchange system) on
cards (an example is given below) to encourage the student
to point to or describe the desired action or reinforcer
d. Prompt if necessary
e. Praise the student for engaging in appropriate vocalization
or appropriate choices
f. Engage in the reinforcing activity or reinforcer identified in
c.

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Hines, E., & Simonsen, B. (2008). The effects of picture icons on behavior for a
young student with autism. Beyond Behavior, 18(1), 9-17.

2
Stereotypy: Repetitive Behaviour

Most effective when:

• The behaviour is not harmful to the student or staff

• Interrupting the behaviour will not cause agitation
Script 2. A: Motor Response Interruption and Response
Interruption Re-Direction (RIRD)
a. The student engages in stereotypy (i.e., repetitive
behaviour)
b. Calmly say the student’s name, and
c. Encourage appropriate motor movement by either
demonstrating the movement or asking for the movement
(e.g., stand up, clap your hands, high five)
d. Wait 5 seconds for a response
e. If the response has not occurred, model the appropriate
action
f. Praise the desired behaviour (e.g., “That’s good moving!”;
“Nice job listening!”)
h. Do not acknowledge the undesired behaviour

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
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 Behaviour Analysis, 44(1), 95-95-108.

3
Stereotypy: Repetitive Behaviour

Most effective when:

• The student’s stereotyped repetitive behaviour is not

harmful to himself or to others
Script 2. B: Visual Cues
a. Design two visually distinct cue cards (see image below).
One card will mean “It’s okay to engage in stereotypy”
(e.g., a green check) and the other will mean “It’s not okay
to engage in stereotypy” (e.g., a red X)
b. Place either card at the top left of the student’s desk (or
another suitable location) at the beginning of a class
c. Instruct the student regarding each card, by verbally
pointing (prompting) and explaining the cards meaning
before the class begins
d. If stereotypy occurs when the “It’s not okay to engage in
stereotypy” card is present, point to the card and remind the
student that it is not okay at that time
e. If stereotypy occurs when the “It’s okay to engage in
stereotypy” card is present, provide no consequence

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Conroy, M. A., Asmus, J. M., Sellers, J. A., & Ladwig, C. N. (2005). The use
of an antecedent-based intervention to decrease stereotypic behaviour in
a general education classroom: A case study. Focus on Autism and Other
Developmental Disabilities, 20(4), 223-230. doi:10.1177/10883576050200
040401

4
Spitting

Most effective when:

• Spitting is directed towards another person

• The student is highly reinforced by a particular object or
activity
• Spitting is not a means of trying to get out of completing a
necessary task
Script 3. A: Response Cost + Noncontingent Reinforcement
a. Provide the student with continuous access to a reinforcer
(e.g., object or activity)
b. When student engages in spitting, remove the reinforcer
from the student (a response cost action) for a fixed
duration (e.g., 10 s, 20 s, or 30 s)
c. Place the reinforcer out of sight (e.g., put it behind your
back) for 10 s
d. After 10 s, return the reinforcer to the student and walk
away
e. If the student engages in spitting again, repeat a, b, c as
needed
f. If the student engages in spitting while a response cost
action is taking place (e.g., object has been taken away) do
not increase the time interval

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Bartlett, S. M., Rapp, J. T., Krueger, T. K., & Henrickson, M. L. (2011). The
use of response cost to treat spitting by a child with autism. Behavioural
Interventions, 26(1), 76-76-83. doi:10.1002/bin.322

5
Spitting

Most effective when:

• When spitting is not a form of aggression

Script 3. B: Noncontingent Reinforcement + Access to Other Oral
Stimulation
a. When the student spits, or puts hands in his/her mouth say,
“Use this” and hand the student the chew object. Do not
mention the word “spit”
b. Continue with activity the student was doing before the
start of the behaviour
c. If spitting and/or saliva play occurs again, remove the
materials from the table for 10 s (vary the amount of time
the materials are taken away; e.g., 10 s, 20 s, 10 s, 30 s)
while providing the chew object

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Luiselli, J. K., Ricciardi, J. N., Schmidt, S., & Tarr, M. (2004). Brief functional
analysis and intervention evaluation for treatment of saliva-play. Child &
Family Behaviour Therapy, 26(3), 53-61. doi:10.1300/J019v26n03_04 ER

6
Physical or Verbal Aggression towards Others

Most effective when:

• You have not established a function for the aggressive

behaviour
• You observe that the disruptive behaviour is sometimes
followed by the student obtaining a preferred item or
condition
• The student can make appropriate requests
Script 4. A: Functional Communication Training
a. Teach the student an appropriate request (e.g., “I want
computer please”; “I want break please”) by prompting for
the request (e.g., using a picture symbol; see image below)
and giving access to the item or activity when the request is
made
b. When disruptive behaviour occurs, do not provide the
desired item or activity. Instead, prompt the appropriate
request and provide brief access to the desired item or
activity
c. Take necessary safety precautions

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Braithwaite, K. L., & Richdale, A. L. (2000). Functional communication training
to replace challenging Behaviours across two Behavioural outcomes.
Behavioural Interventions, 15(1), 21-36.

7
Physical or Verbal Aggression towards Others

Most effective when:

• The physical or verbal behaviour must be managed without

other students present
• You have a clear indication of what serves to reinforce the
behaviour
Script 4. B: Contingent Access to Reinforcers
a. Throughout intervention, put the problem behaviour
on extinction (i.e., ignore the inappropriate behaviour),
so that the reinforcer is no longer dependent upon their
inappropriate behaviour
b. Instead, deliver the reinforcer (e.g., toys, edibles) that is
maintaining the inappropriate behaviour (e.g., hitting,
spitting) on a fixed time schedule
i. 1st class: the student has access to the reinforcer during
teaching
ii. 2nd class: the student has access to the reinforcer for a
brief period (e.g., 20 s) at fixed intervals (e.g., every 2
min)
iii. Subsequent classes: as the rate of inappropriate
behaviour decreases, try increasing the fixed intervals
at which reinforcement is available (e.g., 3 min, 4 min,
etc.)
c. Take necessary safety precautions

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Van Camp, C. M., Lerman, D. C., Kelley, M. E., Contrucci, S. A., & Vorndran,
C. M. (2000). Variable-time reinforcement schedules in the treatment of
socially maintained problem behaviour. Journal of Applied Behaviour
Analysis, 33(4), 545-557.

8
Self-Injurious Behaviour

Most effective when:

• The self-injurious behaviour must be managed without

other students present
• The behaviour occurs when a preferred item or activity is
requested but is not immediately forthcoming
Script 5. A: Differential Reinforcement
a. The student requests a preferred item or activity.
b. Ask the student, “Show me what you do to wait nicely.”
(e.g., waiting nicely may mean sitting with hands crossed
or raising one hand)
c. Count to 3. If the disruptive behaviour occurs during
counting, request the desired behaviour, and restart the
count
d. If the count gets to 3 without disruption, provide the
requested item
e. After several successes, gradually increase the required
count
f. Take necessary safety precautions

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Devlin, S., Healy, O., Leader, G., & Hughes, B. M. (2010). Comparison of
behavioural intervention and sensory-integration therapy in the treatment
of challenging behaviour. Journal of Autism and Developmental Disorders,
41(10), 1303-1320. doi:10.1007/s10803-010-1149-x

9
Disruption of all Types

Most effective when:

• Preventing challenging behaviour

• Student is capable of physical activity
Script 6. A: Exercise Program
a. Introduce regular exercise breaks 8 times a day in small
doses in order to prevent challenging behaviours. Breaks
could include 1-2 longer routines (e.g., 20 min) and
multiple brief periods (e.g., 1-5 min)
b. Exercise might include jumping jacks, hoola hoop, outdoor
walks, or another energetic activity
c. It is important to establish exercise breaks before work
(e.g., 10 min before the beginning of a class), and not as a
way of getting out of work
d. Consider creating an exercise chart for the student where
one sticker is placed for each exercise period completed.
After a given number of stickers are earned, the chart can
be turned in to receive a prize

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Cannella-Malone, H. I., Tullis, C. A., & Kazee, A. R. (2011). Using antecedent
exercise to decrease challenging behaviour in boys with developmental
disabilities and an emotional disorder. Journal of Positive Behaviour
Interventions, 13(4), 230-239. doi:10.1177/1098300711406122

10
Disruption of all Types

Most effective when:

• The student is doing desk work

• The student is generally non-compliant
Script 6. B: Positive Reinforcement and Token Exchange
a. Teacher has a card that says, “Play my way”, and presents it
to the student when it is time to work
b. If the student engages appropriately, and exhibits no
inappropriate behaviours, they receive a token to add to a
token board
c. If the student engages in inappropriate behaviours, a token
is not added to the token board and prompting of desired
behaviours may be necessary (verbal/gestural/physical)
d. If the student responds to verbal or gestural prompts they
can be praised (e.g., “Good, that’s how we do it!”)
e. Once the token board is filled, the student can have a break
f. Ignore all inappropriate behaviours

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
O’Connor, J. T., Sorenson-Burnworth, R. J., Rush, K. S., & Eidman, S. L.
(2003). A mand analysis and levels treatment in an outpatient clinic.
Behavioural Interventions, 18(2), 139-150. doi:10.1002/bin.130

11
Disruption of All Types

Most effective when:

• Student engages in challenging behaviour to receive a

preferred item or activity
Script 6. C: Functional Communication Training
a. Identify a reinforcer (e.g., object, activity) for the student
(e.g., puzzle), preferably that he/she sometimes obtains
following challenging behaviour
b. Arrange a teaching situation where you have the student’s
attention
c. Present the student with a picture of the reinforcer
d. Instruct the student to request the reinforcer appropriately
(e.g., “If you want the puzzle, give me the card.”)
e. Provide the reinforcer only after the student appropriately
hands you the picture card depicting the reinforcer (picture
exchange system) and praise the desired behaviour (e.g.,
“Great job, that’s how we communicate!”)
f. If the student does not respond correctly, then prompt in
the least intrusive way (e.g., point to card or point student’s
finger to card)
g. When the student is adept at requesting using the picture
card, make the picture card available during his/her normal
schedule when disruptive behaviour tends to occur

Note: Words marked in red font are defined more fully in Appendix A: Glossary of
Terms on pp. 13-15.

Reference:
Hines, E., & Simonsen, B. (2008). The effects of picture icons on behaviour for a
young student with autism. Beyond Behaviour, 18(1), 9-17.

12
Appendix A: Glossary of Terms

Note. The following definitions are not fully development and are
meant for quick glance reference only.

Antecedent
• Any event that comes before a behaviour
Behaviour
• Anything we say or do
Challenging Behaviour
• abnormal behaviours that are intense and frequent such that they harm
the self or others
• examples of categories of challenging behaviour
• physical and verbal aggression towards others (e.g., spitting,
hitting, and biting) and property destruction
• disruption (e.g., temper tantrums, screaming)
• stereotyped (repetitive) and self-stimulatory behaviour
• self-injurious behaviour (e.g., self-biting, skin picking, head
punching, and head hitting)
Consequence
• Events that happen immediately following the behaviour
Contingency
• An outcome that is dependent on a certain event or behaviour
• Example: A reward is contingent upon the desired behaviour of the
student (A teacher praises a student for not chewing gum in class)
Differential Reinforcement of Behaviour
• A general approach of reinforcing desirable behaviour more often and
problem behaviour less often or not at all.
• The approach can be specified in various ways: e.g., Differential
Reinforcement of Incompatible behaviour (DRI), where the desirable
behaviour is physically incompatible with the problem behaviour; in
Differential Reinforcement of Other (DRO) or Zero (DR0) behaviour,
reinforcement is given for any appropriate behaviour, so long as the
problem behaviour has not occurred.
Discrete Trials Training (DTT)
• One-on-one teaching session
• ABC trials
• Antecedent
• Behaviour
• Consequence

13
Extinction
• Withholding reinforcement of a previously reinforced behaviour,
resulting in lower frequency of that behaviour
Extinction Burst
• A short-term increase in the intensity of a behaviour after reinforcement
is withheld
• It is important to continue to withhold reinforcement of the behaviour,
otherwise you are reinforcing the more intense form of the behaviour

Fixed Time Schedule

• Reinforcement is delivered to the student on a fixed time schedule,
regardless of what he/she is doing
• e.g., FT 1 min = reinforcer delivered every 60 seconds, generally unless
the problem behaviour has just occurred.
Functional Communication Training (FCT)
• Teaching students to replace inappropriate ways of communicating
(yelling or biting) with more appropriate and effective ways (pointing
or asking)
Noncontingent Reinforcement
• Delivery of reinforcement regardless of the student’s behaviour
• Time-based delivery of reinforcement
• The target behaviour should decrease because it is no longer necessary
to receive reinforcement
• See Fixed-Time Schedule above
Physical Aggression
• Violent actions involving physical contact
• e.g., pushing, hitting, pinching, spitting
Picture exchange system
• A system of teaching communication through pictures of activities or
objects generated by a commercial program.
• A specific example of such a system is The Picture Exchange
Communication System™
Prompting
• Presenting cues to the student to promote the occurrence of the desired
behaviour
• Prompts or cues can be physical (hand-over-hand), gestural (pointing),
verbal (instruction), or models (teacher demonstrates the right action)
Punishment
• Reducing an undesired behaviour by presenting adverse stimuli
(“positive punishment”) or removing a desired stimulus (“negative
punishment”)

14
Reinforcement or Reinforcer
• Providing a consequence immediately following desirable behaviour
(e.g., rewarding with encouraging words, smiles, tangible prizes) so it
will occur more frequently
Response Interruption/Redirection (RIRD)
• Intervention used to reduce a behaviour by preventing the completion
of the behaviour and helping the person to complete an alternative
behavior
• Alternate behaviours can include motor or vocal responses that are
unrelated to the present situation (e.g., talking by answering questions,
singing, standing up, clapping hands)
Self-Injury
• Deliberate and direct harm to one’s body
• e.g., punching, slapping, pinching, scratching, biting, burning
Stereotypy
• Motor stereotypy
• Inappropriate physical movements that occur repeatedly and with
little variation
• e.g., hand flapping, body rocking, toe walking, spinning objects,
sniffing
• Vocal Stereotypy
• Inappropriate speech that is repetitive, rigid, or invariant
(unchangeable)
• Repetitive Behaviour
• Sometimes called “stimming”
• Commonly used interchangeably with stereotypy
• Repetitive body movements or repetitive movements of objects
• e.g., snapping fingers, staring at lights, rocking, putting objects in
one’s mouth, sniffing, hand flapping
• May also include vocalizations
Verbal Aggression
• Hostile use of words
• e.g., swearing, name calling, ridicule, character attacks, threat

15
16
Appendix B: Additional Resources for School Staff

This is an additional list of articles for reducing challenging

behaviour. This list is organized by the type of challenging
behaviour and contains articles that we deemed as moderate to high
quality research. In addition, these articles describe interventions
that are 75% or more effective at reducing challenging behaviour.
Physical and verbal aggression towards others and property
destruction
Buckley, S. D., & Newchok, D. K. (2005). Differential Impact of Response
Effort within a Response Chain on Use of Mands in a Student with
Autism. Research in Developmental Disabilities: A Multidisciplinary
Journal, 26(1), 77-85. doi:10.1016/j.ridd.2004.07.004
Buggey, T. (2005). Video Self-Modeling Applications With Students With
Autism Spectrum Disorder in a Small Private School Setting. Focus on
Autism and Other Developmental Disabilities, 20(1), 52-63. doi:10.1177/
10883576050200010501
Physical and verbal aggression towards others and property
destruction; Stereotyped, repetitive, and self-stimulatory behaviour
Stichter, J. P., Randolph, J. K., Kay, D., & Gage, N. (2009). The use of structural
analysis to develop antecedent-based interventions for students with
autism. Journal of Autism and Developmental Disorders, 39(6), 883-896.
doi:10.1007/s10803-009-0693-8 ER
Physical and verbal aggression towards others and property
destruction; Self-injurious behaviour
Hammond, J. L., Iwata, B. A., Fritz, J. N., & Demspey, C. M. (2011). Evaluation
of fixed momentary DRO schedules under signaled and unsignaled
arrangements. Journal of Applied Behaviour Analysis, 44, 69-81.
O’Connor, J. T., Sorenson-Burnworth, R. J., Rush, K. S., & Eidman, S. L.
(2003). A mand analysis and levels treatment in an outpatient clinic.
Behavioural Interventions, 18(2), 139-150. doi:10.1002/bin.130
Stereotyped, repetitive, and self-stimulatory behaviour
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 Behaviour Analysis, 44(1), 95-108.
Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. J. (2005). A descriptive
analysis of positive behavioural intervention research with young children

17
 with challenging behaviour. Topics in Early Childhood Special Education,
25, 157-166. doi:10.1177/10883576050200040401
Liu-Gitz, L., & Banda, D. R. (2010). A replication of the RIRD strategy
to decrease vocal stereotypy in a student with autism. Behavioural
Interventions, 25, 77-87. doi:10.1002/bin.297
Longano, J. M., & Greer, R. D. (2006). The effects of a stimulus-stimulus pairing
procedure on the acquisition of conditioned reinforcement on observing
and manipulating stimuli by young children with autism. Journal of Early
and Intensive Behaviour Intervention, 3(1), 62-80.
Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000). Brief
report: Reduction of inappropriate vocalizations for a child with autism
using a self-management treatment program. Journal of Autism and
Developmental Disorders, 30(6), 599-606. doi:10.1023/A:1005695512163
Meador, S. K., Derby, K. M., McLaughlin, T. F., Barretto, A., & Weber, K.
(2007). Using response latency within a preference assessment. The
Behaviour Analyst Today, 8(1), 63-69.
Nuzzolo-Gomez, R., Leonard, M. A., Ortiz, E., Rivera, C. M., & Greer, R.
D. (2002). Teaching children with autism to prefer books or toys over
stereotypy or passivity. Journal of Positive Behaviour Interventions, 4(2),
80-87. doi:10.1177/109830070200400203
O’Connor, A. S., Prieto, J., Hoffmann, B., DeQuinzio, J. A., & Taylor, B.
A. (2011). A stimulus control procedure to decrease motor and vocal
stereotypy. Behavioural Interventions, 26(3), 231-242. doi:10.1002/
bin.335

18
19
knowledge t ranslation
in developmental disabilities