| 1 | Was prior instruction provided for the use of the self-checklist before starting the intervention? |
| 2 | During Response Interruption and Redirection (RIRD), was the redirection required up to three times depending on the classroom situation? |
| 3 | When the student engaged in vocal stereotypy for more than 5 seconds, was RIRD implemented immediately? |
| 4 | When the student followed the instruction without vocal stereotypy, was specific verbal praise provided? |
| 5 | When the student did not follow instructions, was an appropriate verbal or gestural prompt provided? |
| 6 | When the student performed tasks without vocal stereotypy for 5 seconds, was the activity continued to maintain engagement? |
| 7 | After completing the self-checklist, was the student encouraged to review his/her own recording? |
| 8 | Based on the self-checklist results, was the student provided with the selected reinforcement immediately? |
| 9 | Was video recording and observation conducted in a way that did not interfere with the student’s performance? |