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dc.contributor.advisorGriswold, Deb
dc.contributor.authorJoung, Eun Gi
dc.date.accessioned2011-09-20T01:55:59Z
dc.date.available2011-09-20T01:55:59Z
dc.date.issued2011-07-15
dc.date.submitted2011
dc.identifier.otherhttp://dissertations.umi.com/ku:11620
dc.identifier.urihttp://hdl.handle.net/1808/8025
dc.description.abstractThe purpose of the current study was to examine the effects of Response Interruption and Redirection on automatically maintained vocal stereotypy of a ten year old boy with autism. The researcher hypothesized that RIRD strategy would decrease the vocal stereotypy and increase the use of appropriate verbalization. The study was conducted in an ABAB reversal design at a school setting and was implemented by one special education teacher and two paraeducators. Results indicated that RIRD was effective in reducing the vocal stereotypy. However, there were no significant changes in the occurrence of appropriate vocalization.
dc.format.extent67 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectSpecial education
dc.subjectAutism
dc.subjectDelayed echolalia
dc.subjectEcholalia
dc.subjectImmediate echolalia
dc.subjectRird
dc.subjectVocal stereotypy
dc.titleTHE EFFECTS OF RESPONSE INTERRUPTION AND REDIRECTION
dc.typeThesis
dc.contributor.cmtememberSimpson, Richard L.
dc.contributor.cmtememberColson, Steve
dc.thesis.degreeDisciplineSpecial Education
dc.thesis.degreeLevelM.S.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
kusw.bibid7643331
dc.rights.accessrightsopenAccess


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