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Evidence-Based Practice: Response Interruption/Redirection (RIR)

Overview of Response Interruption/Redirection (RIR)

Response interruption/redirection (RIR) is an evidence-based practice used to decrease interfering behaviors, predominantly those that are repetitive, stereotypical, and/or self-injurious. RIR often is implemented after a functional behavior assessment (FBA) has been conducted to identify the function of the interfering behavior. RIR is particularly useful with persistent interfering behaviors that occur in the absence of other people, in a number of different settings, and during a variety of tasks. These behaviors often are not maintained by attention or escape. Instead, they are more likely maintained by sensory reinforcement and are often resistant to intervention attempts. RIR is particularly effective with sensory-maintained behaviors because teachers/practitioners interrupt learners from engaging in interfering behaviors and redirect them to more appropriate, alternative behaviors.

Evidence
Response interruption/redirection meets evidence-based criteria with five single-subject design studies across the preschool, elementary, and middle/high school age range. It has been shown to be effective in promoting cognitive and behavioral goals.
With what ages is RIR effective?
According to the evidence-based studies, learners with ASD ranged in age from 3 to 21 years with the majority of studies showing the effectiveness of RIR with elementary-, middle school-, and high school-aged learners.
What skills or intervention goals can be addressed by RIR?
RIR is most often used with learners with ASD who exhibit severe interfering behaviors, particularly those that are repetitive and stereotypical in nature. The studies in the evidence base targeted off-task behavior as well as sustained engagement in vocal stereotypy and repetitive behaviors. Prompting and reinforcement also were used by researchers to teach more appropriate behaviors to take the place of the interfering behaviors displayed by learners with ASD.
In what settings can RIR be effectively used?
The evidence-based studies were conducted mainly in clinic-based settings or in one-to-one teaching sessions with learners with ASD. Although the research did not demonstrate the use of RIR in more naturalistic settings (e.g., during ongoing classroom routines and activities, in the home, in community-based settings), it might be effectively used in these settings as well.
Brief Package:
 [PDF, 417364KB ] 10/01/2010

Brief Components

Overview:
 [PDF, 40083KB] 10/01/2010
Evidence base:
 [PDF, 40372KB] 10/01/2010
Steps for Implementation:
 [PDF, 129822KB] 10/01/2010
Implementation Checklist:
 [PDF, 194034KB] 10/01/2010