As a special education teacher or therapist, you may be faced with the challenge of working with students who engage in motor and verbal stereotypy. Stereotypy refers to repetitive or self-stimulatory behaviors that may interfere with learning and social interactions. In severe cases, stereotypy can become a safety concern for the student and others. Fortunately, applied behavior analysis (ABA) provides evidence-based strategies for reducing motor and verbal stereotypy in special education classrooms.

ABA is a therapeutic approach based on the principles of behaviorism. It aims to teach new behaviors and reduce maladaptive ones by using reinforcement and punishment. Here are some effective strategies for reducing motor and verbal stereotypy in a severe special education classroom:

1. Conduct a Functional Behavior Assessment (FBA): An FBA is a process of identifying the function of the behavior and developing a behavior intervention plan (BIP). The BIP outlines strategies to teach alternative behaviors and reduce the frequency of stereotypy. The FBA should be conducted by a trained behavior analyst.
2. Use Differential Reinforcement: Differential reinforcement involves reinforcing alternative behaviors that are incompatible with stereotypy while ignoring the stereotypy. For example, if the student engages in hand-flapping, the teacher may reinforce the student for engaging in a more appropriate behavior, such as writing or drawing.
3. Implement Visual Schedules: Visual schedules can help reduce anxiety and provide predictability for the student. They can also teach the student to engage in alternative behaviors during designated times. For example, the student can be taught to engage in appropriate leisure activities during free time instead of engaging in stereotypy.
4. Use Sensory Strategies: Some students engage in stereotypy as a way of self-regulating their sensory needs. Providing sensory activities such as squeeze balls, fidget toys, or weighted blankets can help the student regulate their sensory input and reduce stereotypy.
5. Utilize Reinforcement Systems: Reinforcement systems can be used to motivate the student to engage in alternative behaviors. For example, a token economy system can be implemented where the student earns tokens for engaging in appropriate behaviors, which can be exchanged for rewards.
6. Implement Response Interruption and Redirection: Response Interruption and Redirection (RIR) involves interrupting the stereotypy and redirecting the student to engage in a more appropriate behavior. For example, the teacher can tap the student on the shoulder to interrupt the behavior and redirect the student to engage in a social interaction or academic task.
7. Teach Replacement Behaviors: Teaching replacement behaviors is an important aspect of reducing stereotypy. Replacement behaviors should be functionally equivalent to the stereotypy and be more socially acceptable. For example, if the student engages in vocal stereotypy, such as repeating phrases, the teacher can teach the student to engage in appropriate conversation skills.

In conclusion, reducing motor and verbal stereotypy in a severe special education classroom requires a comprehensive approach that includes conducting an FBA, implementing differential reinforcement, utilizing visual schedules, using sensory strategies, utilizing reinforcement systems, implementing RIR, and teaching replacement behaviors. ABA provides a evidence-based framework for reducing stereotypy and improving the learning and social outcomes of students with special needs. If you are a teacher or therapist working with students who engage in stereotypy, consult with a trained behavior analyst to develop a comprehensive behavior intervention plan.