Date of Award

2026

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Counseling and Human Services

First Advisor

Dr. Maria Helton

Abstract

Vocal stereotypy, which includes non-functional vocal behaviors such as babbling, grunting, or repetitive phrases, is often seen in individuals with autism spectrum disorder (ASD). Although this behavior is not harmful, it can interfere with learning and social interaction, especially during leisure time. When engaging in vocal stereotypy is disruptive to those around them, it may limit opportunities for meaningful social engagement with peers. The current study builds on prior research by examining the effects of different types of noncontingent auditory stimuli on vocal stereotypy in a classroom setting. This study seeks to answer the question: What is the impact of different types of auditory stimuli, specifically headphones playing white noise, music, or recordings of the participant's vocal stereotypy, on engagement in vocal stereotypy during unstructured leisure time in a classroom environment? The goal of this study is to determine which type of auditory input is most effective in reducing disruptive vocal stereotypy and supporting social engagement for peers. Auditory stimulation is hypothesized to decrease engagement in vocal stereotypy. This study replicates and expands on earlier research by taking place in a different environment (the classroom rather than the home).

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