Date of Award

Fall 2015

Document Type

Open Access Dissertation

Degree Name

Doctor of Psychology (PsyD)



First Advisor

Rachel Brown

Second Advisor

Mark W. Steege

Third Advisor

Richard Guare




Response Interruption and Redirection (RIRD) has been demonstrated to be an effective treatment for stereotypic behavior exhibited by persons with autism spectrum disorder. The present study investigates the applicability of this intervention in the context of the classroom setting. Specifically, it investigates whether or not the intervention is as effective when it is used with a subject in the process of completing complex tasks. This research also investigates collateral effects of reduced stereotypic behavior on productivity and efficiency of task completion. While stereotypy was reduced and productivity increased across three experimental conditions, there were mixed results as to the relationship between RIRD and overall efficiency of task completion.