Abstract
Study objective: The present study aimed to reduce vocal stereotypy exhibited by a student with autism spectrum disorders and examine effects of instruction versus self-recording in reducing his vocal stereotypy. Design: A multiple baseline design across settings, in combination with an alternating treatment design. Setting: 3 settings (kanji, mathematics, and craft studies) were arranged at the participant's home. Participant: A male high school student with autism spectrum disorders participated in the study. Independent variables: Instruction and self-recording. Measure: Percentage of intervals during which the participant engaged in vocal stereotypy. Results: In all settings, the percentage of intervals with vocal stereotypy decreased with the introduction of both instruction and self-recording. The percentage in the self-recording condition was lower than in the instruction condition. Conclusion: The results suggest that self-recording reduced the vocal stereotypy exhibited by a high school student with autism spectrum disorders more effectively than did instruction. Future studies should control the presentation interval of instruction and the timing of self-recording.
