![]() ![]() Often leading to increased stress levels ( Bishop et al. ![]() ![]() Of research provides evidence that these behaviors also affect family functioning and well- being, 1979 Pierce and CourchesneĢ001) and socialization ( Loftin et al. Learning ( Koegel and Covert 1972 Varni et al. There is evidence that the presence of repetitive behaviors can negatively impact the Gaps in the current intervention literature and (c) future directions for clinical practice and Practices for RRBs at this time, as well as a discussion of what we don’t know in terms of Intervention practices (b) a summary-level description of what we do know about evidence-based Phenomenology of repetitive behaviors in ASD that may present barriers to the development of focused Interventions for repetitive behaviors in ASD with an emphasis on (a) some features of the In this paper, we will review the existing literature on Practices for repetitive behaviors in ASD seems to be lagging behind similar research efforts for A focused program of research on intervention Largely in the area of phenomenology and mechanisms. Although research on repetitive behaviors in autism appears to be growing, this is (e.g., needing to have things “just so”) ( Turnerġ999). Order” cognitive behaviors (i.e., compulsions, rituals and routines, insistence on sameness,Īnd circumscribed interests) are characterized by a rigid adherence to some rule or mental set Stereotyped movements, repetitive manipulation of objects, and repetitive forms of self-injuriousīehaviors) are characterized by repetition of movement, and more complex or “higher “higher order” behaviors ( Szatmari et al.Ģ006 Turner 1999). This symptom domain has been conceptuallyĪnd empirically grouped into at least two categories-”lower order” and Such restricted and repetitiveīehaviors (RRBs) are a core diagnostic feature of autism spectrum disorder (ASD) (ICD-10, World Health Organization 1990 DSM-IV, American Psychiatric Association 2000). A clinician, who has little knowledge of a child’s social functioning orĬommunication abilities, when told a child repetitively flaps his arms, spends hours lining up toyĬars, will not tolerate changes in routine, and has a peculiar fascination with electricįans-is highly likely to suspect the child has autism. ![]()
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