| Abstract: | High-frequency, stereotyped behavior may interfere with the acquisition of appropriate behavior. Through the use of a procedure involving access to vibratory stimulation and its response-contingent withdrawal, stereotyped behavior of two profoundly retarded students was virtually eliminated. A reversal design, employed in Experiment 1, demonstrated that the nonoccurrence and the occurrence of stereotypic hyperventilation was a function of the presence or absence of the intervention procedure. In Experiment 2, a multiple-baseline design provided evidence that the procedure repeatedly produced suppression of stereotyped mouthing across three settings in which it was employed. The observed level of suppression was similar to that typically achieved by contingent application of aversive stimulus procedures. In addition, the procedures seemed to be learned quickly by teachers and administered effectively by public school personnel. |
