Understanding Autism Behaviors
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by a range of symptoms, including specific behavioral characteristics. Two significant behavioral aspects of ASD are the presence of repetitive behaviors and an insistence on sameness.
Recognizing Repetitive Behaviors
One of the hallmark features of ASD is the presence of restrictive and repetitive behaviors (RRBs), interests, and activities. These behaviors include stereotyped and repetitive motor movements, such as hand flapping or lining up items, or speech, such as echolalia. These behaviors range from higher-order cognitive symptoms, such as an encompassing preoccupation with certain interests and nonfunctional routines, to lower-order motor symptoms, including stereotyped and repetitive motor mannerisms.
Individuals with ASD frequently exhibit motor impairments. They score higher on motor function tests compared to those with attention-deficit/hyperactivity disorder and control participants. ASD individuals show greater inconsistency in producing rhythmic movements than typically developing controls, and they exhibit impaired performance of motor skills and gestures. Motor control deficits in ASD may be related to stereotyped behaviors. The severity of stereotyped behaviors was significantly correlated with motor tapping performance.
Insistence on Sameness
Another common characteristic of ASD is an insistence on sameness. Individuals with autism may demonstrate a need to take the same route to school every day or require that activities be completed in exactly the same order each time. This insistence on sameness can pose challenges when it hinders engagement in other activities, such as academics or leisure, and negatively impacts social relationships. Moreover, individuals with autism may exhibit anxiety or engage in more severe problem behaviors, like aggression, when blocked from engaging in repetitive behavior or when faced with changes in routine.
These behaviors are often misunderstood by those unfamiliar with ASD. However, understanding these behavioral characteristics is crucial for effective interaction and intervention. It can also allow those with ASD to live more comfortably and engage more fully with the world around them. Education and awareness about these behaviors can lead to a more accepting and inclusive society for individuals with ASD.
Behavioral Interventions for Autism
Behavioral interventions for autism have gained considerable attention due to their effectiveness in addressing and reducing characteristic behaviors associated with the condition. In particular, these interventions target restrictive and repetitive behaviors (RRBs), which are hallmark features of autism spectrum disorder.
Effectiveness of Behavioral Interventions
RRBs can manifest in various forms, including stereotyped and repetitive motor movements like hand flapping or lining up items, or repetitive speech patterns such as echolalia. Individuals with autism may also demonstrate an insistence on sameness, which may involve adhering to specific routines or completing activities in the same order each time. These behaviors can pose significant challenges, hindering engagement in other activities and negatively impacting social relationships. In some instances, preventing an individual with autism from engaging in these behaviors or changing their routine can lead to anxiety or more severe problem behaviors like aggression.
Research supports the efficacy of behavioral interventions in addressing these behaviors in individuals with autism spectrum disorder. These interventions focus on reducing the frequency and intensity of RRBs and other behavioral issues associated with autism. They involve structured programs that use positive reinforcement and other techniques to encourage desirable behaviors while discouraging undesirable ones.
Studies have found that children and adolescents with ASD who undergo these interventions show improvements in their ability to manage their behaviors. They are slower to covertly direct spatial attention and switch attention to newly relevant locations.
Behavioral interventions can also address motor impairments frequently exhibited by individuals with ASD. Through these interventions, children with ASD can improve their performance in motor function tests compared to those with attention-deficit/hyperactivity disorder and control participants. They show greater consistency in producing rhythmic movements and exhibit improved performance of motor skills and gestures.
In conclusion, behavioral interventions for autism, when implemented correctly and consistently, can be highly effective in managing and reducing the characteristic behaviors of the condition. It's important for caregivers and educators to receive appropriate training in these interventions to ensure their successful implementation.
Common Behaviors in Children with Autism
Understanding autism behaviors is critical for early detection and intervention. In children with autism spectrum disorder (ASD), certain patterns of behavior are commonly observed. These include repetitive behaviors, difficulties with communication, and challenges in social interaction.
Repetitive Behaviors
One of the prominent features of autism is the presence of restrictive and repetitive behaviors (RRBs). These behaviors include stereotyped and repetitive motor movements, such as hand flapping or lining up items, or repetitive speech like echolalia.
Children with autism may also exhibit a need for sameness, insisting on taking the same route to school every day or requiring activities to be completed in the exact order each time. These RRBs can pose challenges when they hinder the child's engagement in other activities or negatively impact social relationships. Anxiety or severe problem behaviors, like aggression, may be exhibited when the child is prevented from engaging in these behaviors or when faced with changes in routine.
Communication Challenges
Children diagnosed with ASD often display delays in nonverbal communication and spoken language. They may use labels to name objects and frequently echo or repeat what they hear.
Language use in children with ASD might also mimic adult conversation more than typical toddler speech. Additionally, they may display prolonged echoing of movie dialogues or past conversations.
Social Interaction Difficulties
Children with ASD, including those diagnosed with Asperger syndrome or mild autism, often experience difficulties in social interactions [4]. They may struggle with empathizing and understanding other points of view, leading to challenges in engaging in two-sided conversations.
This difficulty in social situations can further result in challenges in making friends and playing with peers.
Recognizing these common behaviors can help in early detection of autism and timely intervention. However, it's important to note that not all children with ASD display all these behaviors and some without ASD might exhibit similar behaviors. When these behaviors pose challenges in daily life, professional evaluation is warranted [5].
Early Signs and Screening for Autism
Understanding the behavioral characteristics of a child with autism starts with recognizing the early signs of autism and the importance of timely screenings.
Early Signs of Autism
Early signs of autism may appear within the first 12 months of life; however, signs may not be evident until 24 months of age or later. Some children with Autism Spectrum Disorder (ASD) may experience a plateau or regression of skills around 18 to 24 months of age. Therefore, it's crucial for parents and caregivers to be aware of the developmental milestones and early signs of autism in order to seek appropriate evaluations and support.
Children with ASD may or may not display all behaviors associated with autism, but a combination of these behaviors warrants professional evaluation. It's important to note that some children without ASD might exhibit similar behaviors; however, for those with ASD, these behaviors may pose challenges in daily life [5].
Screening Recommendations
The American Academy of Pediatrics (AAP) recommends screening all children for autism at 18 and 24 months, in addition to developmental and behavioral screenings during regular well-child visits at 9 months, 18 months, and 30 months. A reliable ASD diagnosis by an experienced professional can be considered by age 2.
Early screening by a pediatrician is essential if parents have concerns about their child's play, learning, speech, behavior, or movements. Acting early can significantly impact a child's development, so it is crucial not to delay seeking help if needed [3].
Remember, early recognition and intervention are key in managing autism symptoms, improving a child's overall development, and enhancing their quality of life.
Sensory Sensitivities in Autism
An understanding of the sensory sensitivities associated with autism, their impact on daily life, and strategies to manage these sensitivities can provide valuable insights into the behavioral characteristics of a child with autism.
Hyper and Hyposensitivities
Autistic individuals often experience hypersensitivity (over-responsiveness) and hyposensitivity (under-responsiveness) to various stimuli, such as bright lights, certain sounds, smells, textures, and tastes. This can result in sensory avoidance behaviors such as pulling away from physical touch, covering the ears to avoid loud sounds, or avoiding certain types of clothing. On the other hand, many autistic individuals engage in stimming (repetitive movements, sounds, or fidgeting) as a form of sensory seeking to keep their sensory systems in balance, relieve stress, or block out uncomfortable sensory input.
These sensory sensitivities can lead to sensory overload, which occurs when intense sensory stimuli overwhelm their coping abilities. This overload can trigger symptoms such as intense anxiety, a need to escape the situation, or difficulty in communication. Overloading the brain with sensory processing can shut off other functions like speech, decision making, and information processing.
Impact on Daily Life
These sensory sensitivities can significantly impact the daily life of an individual with autism. However, personalized accommodations can help alleviate discomfort and increase their opportunities to learn, communicate, and participate in the community. These accommodations may involve modifying the environment, using tools and strategies, or establishing new habits or routines, tailored to the specific sensory needs of the individual and the setting [6].
In educational settings, parents or support persons of children with autism have the right to request reasonable accommodations for sensory issues. This can involve discussing sensory accommodations with the child's Individualized Education Program (IEP) team at school or considering a 504 plan to support the child's sensory needs.
Understanding and addressing the sensory sensitivities in children with autism is a critical part of supporting their overall wellbeing and development. Recognizing these sensitivities and taking appropriate steps can significantly enhance the quality of life for individuals with autism and those who support them.
Communication Challenges in Autism
Children with autism often encounter difficulties in communication, which can manifest in both verbal and nonverbal forms. These challenges, intrinsic to the behavioral characteristics of a child with autism, can manifest in language development and social communication skills.
Language Development
Children with Autism Spectrum Disorder (ASD) typically show delays in language development. Unlike their peers, they may not naturally imitate words or phrases. Some children may not imitate at all, while others may echo entire sentences without fully grasping their meaning. The first words of children with ASD are often delayed and sometimes unusual in nature.
Moreover, children with high-functioning autism or Asperger syndrome may have a vast vocabulary and use long sentences. However, they may struggle with nonverbal cues such as body language, facial expressions, and tone of voice. This deficiency can cause difficulties in social communication despite their extensive vocabulary.
In terms of nonverbal communication, children with ASD often display delays. They may echo or repeat dialogues from movies or conversations for an extended period, and their language use might resemble that of adults more than toddlers.
Social Communication Skills
Children with autism face challenges in social communication. Those with Asperger syndrome, mild autism, or social communication difficulties may struggle with empathizing and viewing situations from others' perspectives. These hurdles can lead to difficulties in engaging in two-sided conversations, posing challenges in making friends and playing with peers.
Furthermore, children with autism often do not develop the ability to "tune in" to others' thoughts and feelings at the same pace as typically developing children. This discrepancy can hinder their social interactions and communication skills.
Children on the autism spectrum usually exhibit delays or lack joint attention skills, a significant characteristic found in most children with ASD. They may also show differences in how they interact with peers, although they typically achieve physical milestones such as sitting, crawling, and walking on time. The subtler differences in gestures, pretend play, and social language development may go unnoticed by families and medical professionals [3].
Understanding these communication challenges is crucial in supporting children with autism and helping them develop their communication skills more effectively.
References
[1]: https://www.kennedykrieger.org/patient-care/conditions/restrictive-and-repetitive-behavior
[2]: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5538881/
[3]: https://www.healthychildren.org/English/health-issues/conditions/Autism/Pages/Early-Signs-of-Autism-Spectrum-Disorders.aspx
[4]: https://www.hanen.org/Helpful-Info/Autism-Corner/How-Autism-Affects-Communication/
