Research has shown that response interruption and redirection (RIRD) is an effective treatment for vocal stereotypy. To date, no studies have evaluated RIRD in naturally occurring activities. Therefore, the primary purpose of the current study was to evaluate signaled RIRD in the treatment of vocal stereotypy in a concurrent multiple-baseline-across-two-school-activities design. Another purpose was to evaluate the effects of the established stimulus cue and intermittent implementation of RIRD. Results showed that RIRD and a modified version were effective at decreasing vocal stereotypy across all activities; however, the stimulus cue alone was ineffective in an untrained context.