Introduction: Little is known about the effects of specific behavioral strategies to reduce stereotypy and self-injury for learners with sensory impairments and additional disabilities. Method: A single-subject, multi-treatment withdrawal design was used to test the isolated and combined effects of physical prompting to engage in object manipulation of preferred items, contingent reinforcement, and response blocking on target hand-related stereotypy and object manipulation for one 9-year-old boy with deafblindness and additional disabilities. Results: A functional relation was observed to show that hand-related stereotypy decreased due to prompting and reinforcement of object manipulation. Adding response blocking had inconsistent positive effects on stereotypy, and a functional relation was not observed. Prompting alone did not appear to increase object manipulation until contingent reinforcement was added, and response blocking did not appear to have an additive effect to increase object manipulation. Discussion: Results contradict findings of the replicated study and indicate need for further research, including research carried out in natural environments. Implications for Practitioners: Practitioners can use this research to justify the application of differential reinforcement of incompatible behavior using functional activities that result in meaningful reinforcement for students.

简介：对于有感官障碍和其他残疾的学习者来说，对于减少刻板印象和自我伤害的特定行为策略的影响知之甚少。方法：采用单受试者、多治疗撤回设计来测试物理提示从事偏好项目的对象操纵、偶然强化和反应阻断对目标手相关刻板印象和对象操纵的孤立和组合效应。 9 岁男孩，患有耳聋和其他残疾。结果：观察到功能关系表明，由于物体操纵的提示和强化，与手有关的刻板印象减少。添加响应阻塞对刻板印象具有不一致的积极影响，并且未观察到功能关系。在添加随机强化之前，单独的提示似乎不会增加对象操作，并且响应阻塞似乎没有增加对象操作的附加效果。讨论：结果与重复研究的结果相矛盾，表明需要进一步研究，包括在自然环境中进行的研究。对从业者的影响： 从业者可以使用这项研究来证明使用功能性活动对不相容行为进行差异强化的合理性，从而为学生带来有意义的强化。