The purpose of this mixed methods study was to determine if the RIRD intervention is effective in reducing vocal stereotypy in an individual with an autism spectrum disorder in the natural classroom setting with and without immediate reinforcement. The RRBs displayed by individuals with ASD may have a negative effect on the individual's ability to learn in the classroom setting. The current study aimed to provide additional support previous studies that found that the RIRD intervention may be an effective intervention to reduce vocal stereotypy in individuals with ASD. The study aimed to extend the literature by assessing the effectiveness of the RIRD intervention with immediate reinforcement in the classroom setting. The researcher found a statistically significant relationship between the implementation of RIRD with and without immediate reinforcement and the presence of vocal stereotypy. Although RIRD was found to be effective in reducing vocal stereotypy, the results of the paired t-test show that the participant displayed less vocal stereotypy when the RIRD intervention was implemented with immediate reinforcement (M = 2.1250, SD = 0.38622) as opposed to the implementation of the RIRD intervention without immediate reinforcement (M = 3.5250, SD = 0.66521), a statistically significant mean decrease of 1.4. This finding extends the literature by providing support for the use of the RIRD intervention with immediate reinforcement. Future research should focus on the effectiveness of the RIRD intervention with various types of immediate reinforcement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]