National Professional Development Center on

Autism Spectrum Disorders

Module: Response Interruption/Redirection (RIR)

Steps for Implementation: Response Interruption/Redirection

Neitzel, J. (2009). Steps for implementation: Response interruption/redirection. Chapel Hill, NC:
The National Professional Development Center on Autism Spectrum Disorders, Frank
Porter Graham Child Development Institute, The University of North Carolina.

Response interruption/redirection (RIR) is an evidence-based practice used to decrease

interfering behaviors, predominantly those that are repetitive, stereotypical, and self-injurious in
nature. 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. Rather, they are more likely to be maintained
by sensory reinforcement and are often resistant to intervention attempts (Fellner, Laroche, &
Sulzer-Azaroff, 1984). 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.

RIR contains two main components: (1) response interruption and (2) redirection. During the
response interruption component of the intervention, teachers/practitioners stop the learner from
engaging in the interfering behavior. This is usually accomplished by physically and/or verbally
blocking a learner’s attempts to engage in a stereotypical or repetitive behavior (e.g., teacher
puts her hand at a short distance from the learner’s mouth when he tries to engage in hand
mouthing). Redirection, the second component of the intervention, focuses on prompting the
learner to engage in a more appropriate, alternative behavior. Both of these components will be
described further in this document along with the additional steps needed to use RIR effectively.

Step 1. Identifying the Interfering Behavior

In Step 1, teachers/practitioners identify an interfering behavior for a learner with ASD that they
would like to decrease. In most cases, the interfering behavior is one that is interfering with
learning and development (i.e., vocal stereotypy, pica, hand mouthing). Therefore,
teachers/practitioners complete a high quality functional behavioral assessment (FBA) to
identify the function of the interfering behavior and select an appropriate replacement behavior
that can be taught as part of the redirection component of the intervention. Please refer to
Functional Behavioral Assessment: Steps for Implementation (National Professional
Development Center on ASD, 2008) to acquire more in-depth information about the
following FBA strategies.

1. Teachers/practitioners identify the characteristics of the interfering behavior by using

direct observation methods that generally include:

a. A-B-C data charts. A-B-C data charts help team members determine what happens
right before the behavior (the antecedent), the behavior that occurs, and what
happens directly after the behavior (the consequence). These data provide insight
into why the learner may be engaging in a particular behavior.
b. scatterplots. Scatterplots help team members determine:

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Module: Response Interruption/Redirection (RIR)

the possible functions of the behavior,

when the behavior is occurring, and
times of the day when an intervention might be implemented to reduce the
interfering behavior.

2. Teachers/practitioners use direct assessment results to identify:

a. where the behavior is happening;

b. with whom the behavior is occurring;
c. when the behavior is happening;
d. activities during which the behavior occurs;
e. what other students are doing when the behavior starts;
f. what teachers/adults are doing when the behavior starts;
g. proximity of other students, teachers, and/or adults;
h. the noise level in the environment;
i. the number of individuals in the area;
j. other environmental conditions (e.g., lighting, door open/closed); and
k. the function of the behavior (i.e., to get or obtain something--obtaining internal
stimulation, wanting something because it feels good, obtaining attention, obtaining
activities or objects; or to escape or avoid--obtaining internal stimulation, not wanting
something because it feels bad, escaping or avoiding attention, avoiding tasks or
activities).

3. Teachers/practitioners develop a hypothesis statement for the interfering behavior that

includes:

a. the setting events (i.e., the environment or conditions in which the behavior occurs),
immediate antecedents, and immediate consequences that surround the interfering
behavior;
b. a restatement and refinement of the description of the interfering behavior that is
occurring; and
c. the function the behavior serves (i.e., get/obtain, escape/avoid).

EXAMPLE: Michael repeats what is said to him and uses repetitive language to avoid being
asked questions to which he does not know the answer.

EXAMPLE: Jenna wanders around in the dramatic play area during free play, picks dirt off the
floor, and ingests it.

4. Teachers/practitioners identify a more appropriate, alternative behavior to take the place

of the interfering behavior.

When identifying an alternative behavior, especially those that are maintained by sensory
reinforcement, it is important to identify a behavior that provides the same sensory
reinforcement to the learner with ASD, but in a more appropriate way. The following table

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 National Professional Development Center on
Autism Spectrum Disorders

Module: Response Interruption/Redirection (RIR)

provides examples of alternative behaviors that could be used to replace interfering behaviors
using RIR.

Table 1. Alternative Behaviors to Replace Interfering Behaviors Using RIR

Interfering Description Possible Alternative Behaviors
Behavior
Motor stereotypy Movement of body parts that Redirecting to put body parts
has no apparent function and somewhere other than mouth (e.g.,
movement that is not directed on table, on lap).
toward another individual Handing preferred toys/objects to
(e.g., hand flapping, hand learners one at a time
mouthing, putting fingers in Providing an object to hold and/or
ears, fanning/spreading play with (e.g., squishy ball, play
fingers, positioning hands in dough)
front of face) Teaching learner to put hands
together

Vocal stereotypy Vocalizations that have no Teaching learner to say, “I don’t

apparent function and are not know” in response to a question
directed toward another Teaching learners to use more
individual (e.g., echolalia, appropriate language when they
non-contextual laughing/ engage in vocal stereotypy (e.g.,
giggling, non-contextual rather than giggling/laughing during
words/phrases, non- social interventions, teach the
recognizable words) learner to say, “Hello” to peers)

Self-injury Any aggressive behavior that Providing preferred toys and/or

is directed towards oneself objects
(e.g., hitting, scratching, Having learner engage in heavy
biting) work (e.g., pulling wagons, heavy
lifting)

Pica Ingesting non-food items Providing a food item to eat (e.g.,

such as pencils, paint chips, popcorn, raisins)
dirt Having learner chew gum, on a
rubber tube, etc.

Echolalia Repeating words, phrases, or Teaching learner to say, “I don’t

vocalizations know” in response to a question
Teaching learners to use more
appropriate language when they
engage in vocal stereotypy (e.g.,
rather than giggling/laughing during
social interventions, teach the
learner to say, “Hello” to peers)

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Autism Spectrum Disorders

Module: Response Interruption/Redirection (RIR)

Step 2. Collecting Baseline Data

Once the target interfering behavior is identified, teachers/practitioners collect baseline data to
determine how often the learner is currently engaging in the interfering behavior. Data also
should be collected to evaluate how often the learner is currently using the identified alternative
behavior.

1. Teachers/practitioners measure a learner’s engagement in the interfering behavior

before implementing RIR by collecting the following:

a. Frequency data. Frequency data measure how often a learner engages in a

particular behavior. Event sampling, a method for data on behaviors that occur
infrequently, is used to record every instance of the interfering behavior. Data are
then used to identify a potential pattern of a learner’s behavior over a period of days
or weeks. Table 2 provides an example event sampling data collection sheet. A
blank data sheet can be found in the Resources section of the module.

Table 2. Example Event Sampling Data Collection Sheet

Setting Date Hand flapping Total Before, during, or
after RIR
Free play 7/26/08 XXXXXXXXXX 10 Before
Outside 7/27/08 XXXXXXXXXXXX 12 Before
Lunch 7/28/08 XXXXXXXXXXXX 12 Before
Outside 7/29/08 XXXXXXXXXXX 11 Before
Centers 7/30/08 XXXXXXX 7 During
Indep. Work 7/31/08 XXXXX 5 During
time
1:1 8/01/08 XXX 3 During

b. Interval data. Interval data are collected when a behavior occurs very frequently.
With this type of system, teachers/practitioners record whether the interfering
behavior occurs at specific time intervals (e.g., every 30 seconds). Table 3 provides
an example of an interval data collection sheet. A blank data sheet can be found in
the Resources section of the module.

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Autism Spectrum Disorders

Module: Response Interruption/Redirection (RIR)

Table 3. Example Interval Data Collection Sheet
Date Hand flapping (every 30 seconds) Total Before,
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 during, or
after RIR
7/27/08 x x x x x x x x 8 Before
7/28/08 x x x x x x x x x x x 11 Before
7/29/08 x x x x x x x x x x x 11 Before
7/30/08 x x x x x x x 7 During
7/31/08 x x x x x 5 During
8/01/08 x x x 3 During

c. Duration data. Duration data are used to determine how long a learner engages in a
particular behavior during a class, activity, or treatment session. For example, a
teacher might collect data on how long a learner with ASD engages in hand
mouthing during math class. Table 4 provides an example of a duration data
collection sheet. A blank data sheet can be found in the Resources section of the
module.

Table 4. Example Duration Data Collection Sheet for Hand Mouthing

Date Activity Start time End Time Total Before, during, or
minutes after RIR
7/26/08 English 9:00 9:15 15 Before
7/27/08 English 9:05 9:20 15 Before
7/28/08 Math 10:00 9:10 10 Before
7/29/08 Resource 11:15 11:27 12 Before
7/30/08 English 9:10 9:14 4 During
7/31/08 Math 10:15 10:20 5 During
8/01/08 Resource 11:05 11:10 5 During

Baseline data give teachers/practitioners a starting point from which they can evaluate whether
the interfering behavior decreases as a result of RIR.

2. Teachers/practitioners collect baseline data for a minimum of four days before

implementing RIR.

3. Teachers/practitioners collect baseline data in numerous settings and/or activities for

four days in each setting/activity.

It often is useful to have more than one practitioner collect baseline data over the course of
several days to compare findings. Also, by collecting data in multiple settings, teachers/
practitioners can potentially recognize patterns of behavior. For example, does the learner
engage in the interfering behavior more often in one setting than another? This kind of

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Module: Response Interruption/Redirection (RIR)

information helps teachers/practitioners identify activities or settings where RIR can be used to
decrease the interfering behavior.

Step 3. Implementing RIR

In Step 3, teachers/practitioners implement the response interruption and redirection

components of the intervention.

1. Teachers/practitioners praise learner’s independent use of appropriate skills.

EXAMPLE: A learner with ASD who engages in frequent hand flapping during small group
activities is observed putting his hands together rather than engaging in the interfering behavior.
The learner’s teacher gives him a sticker each time he uses the alternative behavior rather than
flapping his hands during the activity.

2. When a learner begins to exhibit an interfering behavior, teachers/practitioners interrupt

the learner’s attempts by using:

a. physical blocking. With this approach, teachers/practitioners physically prevent the

learner from engaging in a motor stereotypy. Teachers/practitioners should use the
least amount of physical assistance necessary to stop the learner from engaging in
the interfering behavior. Often, only one to two seconds of physical contact is needed
to stop a learner from using the behavior.

EXAMPLE: A teacher places her hand about an inch from a learner’s mouth when he attempts
to put his hand in his mouth

EXAMPLE: A teacher puts his hand on a learner’s when she begins flapping her hands.

b. verbal blocking. With this approach, teachers/practitioners prevent the learner from
engaging in the interfering behavior by issuing a verbal directive.

EXAMPLE: A teacher says “No, don’t” when a learner attempts to put her hand in her mouth.

3. For learners who engage in vocal stereotypies, teachers/practitioners redirect learners to

use an identified alternative behavior by:

a. saying the learner’s name in a neutral tone of voice,

b. establishing eye contact with the learner, and
c. asking a social question to prompt the learner to use an alternative vocalization.

EXAMPLE: A learner begins squealing during one-to-one work time. The teacher asks the
learner, “Where do you live?” or “What color is your shirt?”

4. For learners who engage in motor stereotypies or self-injurious behaviors,

teachers/practitioners redirect them to engage in an identified alternative behavior by:

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 National Professional Development Center on
Autism Spectrum Disorders

Module: Response Interruption/Redirection (RIR)

a. saying the learner’s name in a neutral tone of voice,

b. establishing eye contact with the learner, and
c. using the system of least-to-most prompts to help the learner engage in the
alternative behavior.

With this strategy, teachers/practitioners gradually provide increasing assistance to help a

learner use an alternative behavior. The most intrusive level of prompt ensures that learners
with ASD use the target skill successfully. Please refer to Least-to-Most Prompting: Steps
for Implementation (National Professional Development Center on ASD, 2008) for more
information about least-to-most prompting.

5. For learners who engage in pica (i.e., eating non-edible items), teachers/practitioners
redirect them to engage in an identified alternative behavior by:

a. making a preferred food item (e.g., popcorn, goldfish crackers) freely available during
times when pica is most prevalent,
b. saying the learner’s name in a neutral tone of voice,
c. establishing eye contact with the learner, and
d. using the system of least-to-most prompts to help the learner engage in the
alternative behavior.

EXAMPLE: A teacher places a bowl of goldfish crackers on a table in the dramatic play area
during free play. When the learner with ASD attempts to pick up a piece of dirt off the floor and
put it in her mouth, the teacher, says, “Molly, don’t,” and puts her hand in front of the learner’s
mouth to stop her from ingesting it. The teacher waits until eye contact has been established
and then points to the bowl of goldfish on the table. When the learner with ASD tries to pick up
another piece of dirt and put it in her mouth, the teacher gently guides her to the table and says,
“Goldfish.”

6. After redirecting the learner to the alternative behavior, teachers/practitioners require the
learner to engage in the alternative behavior for a specified period of time.

Teachers/practitioners initially require the learner to use the alternative behavior for a minimal
amount of time (e.g., 2 to 3 seconds). As learners begin to use the alternative behavior more
often than the interfering behavior, teachers/practitioners increase the amount of time required
of the learner to engage in the alternative behavior (e.g., 2 minutes, 10 minutes) before
providing reinforcement.

7. Teachers/practitioners reinforce the learner’s use of the alternative behavior.

Teachers/practitioners immediately provide reinforcement after the learner with ASD engages
in the alternative behavior for the specified amount of time. The goal of reinforcement is to
increase the likelihood that the learner with ASD will use the target skill again in the future.
Therefore, selected reinforcers should be highly motivating to the learner with ASD. As
learners begin to use the alternative behavior independently, reinforcement is gradually faded to

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Module: Response Interruption/Redirection (RIR)

allow for generalization and maintenance. Please refer to Positive reinforcement: Steps for
Implementation (National Professional Development Center on ASD, 2008) for more
information about reinforcement.

Step 4. Monitoring Learner Progress

1. Teachers/practitioners use progress monitoring data to evaluate whether the interfering

behavior is decreasing as result of the intervention.

2. Teachers/practitioners use progress monitoring data to evaluate the learner’s use of the
alternative behavior in settings/activities where the interfering behavior typically occurs.

The same data collection sheets that were used to collect baseline data can be used to track
learner progress.

3. Teachers/practitioners use progress monitoring data to adjust intervention strategies if

the interfering behavior is not decreasing.

If the interfering behavior is not decreasing, teachers/practitioners must identify potential

reasons for this. The following questions may be helpful during this problem-solving process.

Is the interfering behavior well defined? That is, is it observable and measurable?
Is RIR being implemented consistently by all staff?
Does the alternative behavior provide the same sensory reinforcement as the
interfering behavior?

References

Fellner, D.J., Laroche, M., & Sulzer-Azaroff, B. (1984). The effects of adding interruption to
differential reinforcement on targeted and novel self-stimulatory behaviors. Journal of
Behavior, Therapy, and Experimental Psychiatry, 15(4), 315-321.

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