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Overview

Response interruption/redirection (RIR) is used to decrease interfering behaviors, predominantly those that are repetitive, stereotypical, and/or self-injurious. RIR is often implemented after a functional behavior assessment (FBA) has been conducted to identify the potential cause(s) of an interfering behavior. RIR is particularly useful with persistent, interfering behaviors that occur in the absence of other people, in different settings, and during a variety of tasks. This module will provide information on RIR and the steps needed to implement this evidence-based intervention.

  • What's Included
  • 29 pages
  • Pre/post-assessments
  • Optional $20 certficate
  1. Describe the different types of behaviors that can be addressed using response interruption/redirection
  2. Describe the difference between response blocking and response interruption/ redirection
  3. Identify the variety of evidence-based practices that often are used in conjunction with response interruption/redirection
  4. List the steps for implementing response interruption/redirection

Module Authors

Jennifer Neitzel, Ph.D.

Jen Neitzel, Ph.D. is founder and Executive Director of the Educational Equity Institute. Dr. Neitzel was a Research Scientist at FPG Child Development Institute at the University of North Carolina. She worked on various projects including the National Professional Development Center on Autism Spectrum Disorders (NPDC). As a Content Specialist at NPDC, she developed online modules focused on evidence-based practices (EBP) to implement with children and youth with ASD. Dr. Neitzel presents at state and national conferences and is published in peer-reviewed journals. She is the author of the upcoming book, Achieving Equity and Justice in Education through the Work of Systems Change.

Module Contributors

National Professional Development Center on Autism Spectrum Disorders

The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The work of the NPDC was a collaboration among three universities-the University of North Carolina at Chapel Hill, the University of Wisconsin at Madison, and the MIND Institute, University of California-Davis. The goal of the NPDC was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age.

Module Content Provided By

Content for this module was developed by The National Professional Development Center On Autism Spectrum Disorders

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