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Response Interruption/Redirection (RIR). EBP Brief Packet

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Title: Response Interruption/Redirection (RIR). EBP Brief Packet
Language: English
Authors: Tomaszewski, B., National Professional Development Center on Autism Spectrum Disorder (NPDC)
Source: National Professional Development Center on Autism Spectrum Disorders. 2017.
Availability: National Professional Development Center on Autism Spectrum Disorder. Available from: FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://autismpdc.fpg.unc.edu/
Peer Reviewed: N
Page Count: 28
Publication Date: 2017
Intended Audience: Teachers; Parents
Document Type: Guides - Non-Classroom
Tests/Questionnaires
Education Level: Early Childhood Education
Preschool Education
Elementary Secondary Education
Descriptors: Evidence Based Practice, Intervention, Autism, Pervasive Developmental Disorders, Parent Role, Behavior Modification, Behavior Problems, Data Collection, Family Environment, Preschool Education, Elementary Secondary Education, Planning, Program Development, Program Implementation, Progress Monitoring, Check Lists, Social Development, Communication Skills, School Readiness, Play
Abstract: This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base" details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the "RIR Step-by-Step Practice Guide" as an outline for how to plan for, use, and monitor RIR. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the "RIR Implementation Checklist" to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with ASD; (6) Tip Sheet for Professionals: Use the "RIR Tip Sheet for Professionals" as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the "RIR Parent Guide" to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the "Additional Resources" to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of "CEC Standards" that apply specifically to RIR; and (10) Module References: A list of numerical "References" utilized for the RIR module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED605909
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Response Interruption/Redirection (RIR). EBP Brief Packet
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  Data: <searchLink fieldCode="SO" term="%22National+Professional+Development+Center+on+Autism+Spectrum+Disorders%22"><i>National Professional Development Center on Autism Spectrum Disorders</i></searchLink>. 2017.
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  Data: National Professional Development Center on Autism Spectrum Disorder. Available from: FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://autismpdc.fpg.unc.edu/
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  Data: N
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  Data: 28
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  Data: 2017
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  Data: Teachers; Parents
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  Data: <searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Check+Lists%22">Check Lists</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This evidence-based practice overview on Response Interruption/Redirection (RIR) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "RIR Evidence-base" details the NPDC criteria for inclusion as an evidence-based practice and the specific studies that meet the criteria for this practice; (3) Step-by-Step Guide: Use the "RIR Step-by-Step Practice Guide" as an outline for how to plan for, use, and monitor RIR. Each step includes a brief description as a helpful reminder while learning the process; (4) Implementation Checklist: Use the "RIR Implementation Checklist" to determine if the practice is being implemented as intended; (5) Data Collection Sheets: Use the data collection sheets as a method to collect and analyze data to determine if progress is being made for a learner with ASD; (6) Tip Sheet for Professionals: Use the "RIR Tip Sheet for Professionals" as a supplemental resource to help provide basic information about the practice to professionals working with the learner with ASD; (7) Parent Guide: Use the "RIR Parent Guide" to help parents or family members understand basic information about the practice being used with their child; (8) Additional Resources: Use the "Additional Resources" to learn more about the practice; (9) Council for Exceptional Children (CEC) Standards: A list of "CEC Standards" that apply specifically to RIR; and (10) Module References: A list of numerical "References" utilized for the RIR module. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
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      – SubjectFull: Evidence Based Practice
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