REDUCTION OF STEREOTYPIC BEHAVIOURS USING DIFFERENTIAL REINFORCEMENT PROCEDURES AND MOMENTARY RESTRAINT

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Abstract
This study explored the effectiveness and classroom applicability of a combination of DRO [differential reinforcement for other behavior] and momentary restraint procedures to reduce the stereotypic responding of 4 severely or profoundly mentally retarded, multihandicapped students aged 6-16 yr. Modifications were made in the application of both of the procedures in order for them to be usable by classroom staff; whole-interval DRO was used with no interval reset contingent upon inappropriate responding; and the momentary restraint procedures were very short in duration (i.e., 3, 5 or 10 s). The combination of these 2 procedures could be readily implemented by classroom staff without a disruption in educational programming. In addition, in each of the 4 subjects substantial and relatively rapid results occurred. Results are particularly interesting in that the stereotypic behaviors to which they were applied were topographically very different.