Response Interruption/Redirection Fact Sheet
Response interruption/redirection (RIR) involves the introduction of a prompt, comment, or other distractors when an interfering behavior is occurring that is designed to divert the learner’s attention away from the interfering behavior and results in its reduction. Specifically, RIR is used predominantly to address behaviors 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 learners are interrupted from engaging in interfering behaviors and redirected to more appropriate, alternative behaviors.
RIR meets evidence-based criteria with 10 single case design studies.
According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to young adults (19-22 years) with ASD.
RIR can be used effectively to address social, communication, behavior, play, school-readiness, and adaptive skills.
Boyd, B., & Wong, C. (2013). Response interruption/redirection (RIR) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
Neitzel, J. (2009). Overview of response interruption/redirection. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
Kyle Bringhurst, MSW
Address: 3048 East Baseline Road Suite 107
Mesa, AZ 85204