Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment

We studied behavioral functions associated with stereotypical responses for students with autism. In Study 1, analogue functional analyses (attention, demand, no-attention, and recreation conditions) were conducted for 5 stud ents. Results suggested that stereotypy was multiply determined or occurred across all assessment conditions. For 2 students, stereotypy was associate d with positive and negative reinforcement and the absence of environmental stimulation. For 2 other students, stereotypy occurred at high levels acro ss all experimental conditions. For the 5th student, stereotypy was associa ted with negative reinforcement and the absence of environmental stimulatio n. In Study 2, the stereotypy of 1 student was further analyzed on a functi on-by-function basis. Within a concurrent-schedules procedure, alternative responses were taught to the student using functional communication trainin g. The results of Study 2 showed that similar topographies of stereotypy, b ased on qualitatively different reinforcers, were reduced only when differe ntial reinforcement contingencies for alternative forms of communication we re implemented for specific response-reinforcer relations. Our results sugg est that the causes of stereotypy for students with autism are complex and that the presumed association between response topography and behavioral fu nction may be less important than previously realized.