Brief report: reduction of inappropriate vocalizations for a child with autism using a self-management treatment program

Abstract

Self-management procedures that incorporate elements of self-assessment, self-recording, and self-reinforcement have reduced stereotypic (i.e., repetitive) behaviors in children with autism in clinical settings. This study examined the effects of a self-management program used to reduce high rates of inappropriate vocalizations (e.g., humming, tongue clucking, perseverative and echolalic words/phrases) in a 12-year-old girl having autism served in a public school classroom. When self-management was applied to inappropriate vocalizations in a multiple-baseline design during leisure, prevocational, and reading tasks, the occurrence of vocalizations decreased. Implications for teaching these procedures in classroom settings are discussed.