Reduction of stereotypic motor behavior in a child with acquired brain injury through contingent instructional-pacing

Contingent instructional-pacing was used successfully to reduce the frequen cy of stereotypic motor behavior displayed by a 15-year old boy with acquir ed brain injury. The intervention procedure consisted of presenting verbal instructions to the boy that required him to perform a simple motor respons e, for a two minute duration, each time stereotypy was demonstrated. During a treatment fading phase, the duration of application was decreased to one minute. This intervention was developed as a method of interrupting the pe rformance of stereotypic behavior and removing contact with response-elicit ed sensory stimulation. As evaluated in a single-case withdrawal design, th e instructional-pacing intervention reduced stereotypic motor behavior to a near zero frequency. The boy was compliant during implementation of the pr ocedure and no negative effects were encountered. The procedure represents one of several contingently applied "interruption" techniques that have rel evance in behavior support programming for children with acquired brain inj ury.