The Effects of Response Interruption and Redirection (RIRD) and Self-Monitoring Strategy on Delayed Echolalia of a Middle School Student with Autistic Tendency and Intellectual Disabilities

Abstract

This study aimed to assess the effects of Response Interruption and Redirection (RIRD) and Self-Monitoring strategy on delayed echolalia in a middle school student with intellectual disabilities. One student with intellectual disabilities participated in the study. The target behavior was delayed echolalia that lasted for five s or longer at drawing activities during lunchtime. Regarding the first intervention, RIRD, the teacher interrupted the delayed echolalia with questions and then gave appropriate instructions. Considering the second intervention, the Self-Monitoring strategy, the student used a decibel (dB) measuring mobile application (APP) on a table to record the behavior for Self-Monitoring. The experiment used an alternating treatments design to compare between the effects of the two interventions on delayed echolalia. Observations were conducted by recording drawing activities during lunchtime. Thereafter, the video was reviewed. The percentage of occurrence of delayed echolalia was measured using the 20-s partial-interval recording. Visual analysis was performed based on the collected data. Additionally, effect sizes were calculated using Tau-U and improvement rate difference. The results of visual analysis showed that the Self-Monitoring strategy was more effective compared with RIRD. However, both interventions showed a high effect size. Based on the experimental procedures and results of this study, If RIRD and Self-Monitoring strategy are implemented in educational settings, delayed echolalia in students with intellectual disabilities could be more effectively managed.