Use of differential reinforcement of other behavior during dyadic instruction to reduce stereotyped behavior of autistic students.

Abstract

Effects of a differential reinforcement of other behavior procedure (DRO) on the stereotypic responses and task performance of 3 autistic students during dyadic instruction were examined. The procedures effectively reduced the stereotypic behavior of 2 children and substantially increased the task performance of the 2 lowest performing students. The procedure was unique because the time interval employed between potential opportunities for reinforcement for the absence of stereotypy was the natural length of one instructional trial delivered to a peer. Results were discussed in terms of models for intervention within task context and the usefulness of the procedure under natural teaching conditions.