Introduction and Literature Review Draft
Children diagnosed with autism spectrum disorders present with various behavior challenges (Ludlow, Skelly & Rohleder, n.d.). Self-stimulatory is among the many behavior challenges with which children diagnosed with autism spectrum disorder present (Cunningham & Schreibman, 2008). This behavior entails the repetitive body movements. The self-stimulatory behavior in children diagnosed with autism spectrum disorder is related with various senses. Some of the senses highlighted by Edelson (2017) include visual senses such as hand-flapping repetitive blinking, and staring at lights.
The self-stimulatory behavior involving the auditory senses include the snapping of fingers and the tapping of the fingers. Others senses that are related to the self-stimulatory behavior include the sense of smell, taste, tactile, and the vestibular sense (Edelson, 2017). These examples can be used in the measurement of self-stimulation by measuring the frequency of the repetitive body movements for the various senses.
Hill et al., (2014) finds that challenging behavior are also part of the comorbid conditions that are common in children diagnosed with autism spectrum disorder. One of the challenging behaviors that Hill et al., (2014) highlight is aggression. Aggression can be towards self or the caregiver. The proposed study seeks to understand the association between self-stimulation and children diagnosed with autism spectrum disorder.
Significance of Chosen Topic
Dominic et al., (2007) and Kanne & Mazurek (2011) found that there was an association between self-stimulation, repetitive, and stereotyped behaviors in children diagnosed with autism spectrum disorder and aggressive problem behaviors. Children diagnosed with autism spectrum disorder present with aggressive behavior problems such as self-injurious behaviors, temper tantrums, kicking, and hitting. If these aggressive behaviors do not harm the child, they might harm others. It is important this topic because it helps add to the information that can be used to help reduce the frequency of the aggressive behavior problems (Practical Training Solutions, 2014).
History of Chosen Topic
Autism has a long history that is characterized distortion of information and misconceptions (Feinstein, 2012). The heterogeneity of the conditions and the fact that its diagnosis is based on behavioral observation and analysis contributed to the distortion of information and misconceptions. It is one of the neurodevelopmental disorders. Feinstein (2012) finds that the condition has a genetic component.
Theoretical Background
Many theories have been floated to explain self-stimulation in children diagnosed with autism spectrum disorder. The first theory explaining self-stimulation is that it offers sensory stimulation where the individual experiences hyposensitivity (Edelson, 2017). The hyposensitivity is explained by a dysfunctional system either in the peripheral nervous system or the brain. To meet the need for stimulation, the people use the self-stimulatory behavior to cause arousal to the peripheral nervous system (Edelson, 2017).
An alternative theory is that the repetitive body movements that are a characteristic of the self-stimulatory behavior result in the release of beta-endorphins. The beta-endorphins result in internal pleasure for the person, hence the endurance of the repetitive body movements (Edelson, 2017). Other theories have posited that the self-stimulatory behaviors offer a calming effect in individuals who are hypersensitive. The repetitive body movements serve to block the stimuli in an environment that is too stimulating for the individual (Edelson, 2017).
The learning-style theory can also be used to understand the behaviors in children diagnosed with autism. Quian & Lipkin (2011) argue that brains, including those of children diagnosed with autism are include towards diverse styles of learning. The style of learning chose is one that places the person in the best opportunity to learn a task. These many styles of learning lead people to different paths of development.
Best Practices
There is a lot of information on autism spectrum disorders. However, much more information is required to fill the gaps in knowledge that exist in literature. Applying the best practices helps researchers generate information that is credible and valid, and that can add to the knowledge base. Cafiero (2004) argues that one needs to plan for the environmental prompts, environmental language prompts, and the anticipatory prompts when working with children diagnosed with autism spectrum disorder. The choice of data collection instruments is also important and dependent on the aspects being studied. For instance, Cafiero (2004) recommends the use of visual media when studying the visual processors. When studying social interactions, Cafiero (2004) recommends using practices that bridge the difficulties in communication that are experienced by the children.
Significance and Relevance to the Knowledge Base of Psychology
Boyd, McDonough & Bodfish (2012) found that some of the core symptoms for children diagnosed with autism spectrum disorder include repetitive and restrictive behaviors. As highlighted by Edelson (2017), repetitive behaviors are a characterizing of self-stimulatory behaviors in children diagnosed with autism spectrum disorder. Boyd, McDonough & Bodfish (2012) finds that even though there has been an influx of research projects on the matter, their focus has been on their mechanisms as well as their phenomenology. The association between the repetitive behaviors and other common behavior problems in children diagnosed with autism spectrum disorder has not received the research attention it requires.
The research topic is very significant and relevant to the knowledge base in the field of psychology. Boyd, McDonough & Bodfish (2012) argues that there is a paucity on research in the evidence-based interventions for the self-stimulating behaviors in children diagnosed with autism spectrum disorders. In addition to providing more information on the association between self-stimulatory behaviors and challenging behaviors such as aggression in children diagnosed with autism spectrum disorders, the current study will also offer information important for the design of evidence-based interventions to help improve the quality of life for children diagnosed with autism spectrum disorders.
References
Edelson, S. (2017). Self-stimulatory behavior. Retrieved from https://www.autism.com/symptoms_self-stim
Hill, A., Zukerman, K., Hagen, A., Kriz, D., Duvall, S., van Santen, J., Nigg, J., Fair, D. and Fombonne, E. (2014). Aggressive Behavior Problems in Children with Autism Spectrum Disorders: Prevalence and Correlates in a Large Clinical Sample. Research on Autism Spectrum Disorders. 8(9): 1121-1133.
Kanne, S and Mazurek, M. (2011). Aggression in children and adolescents with ASD: prevalence and risk factors. Journal of Autism and Development Disorders. 41(7): 926- 937.
Feinstein, A. (2012). A historical perspective on autism. Encyclopedia on Early Childhood Development. Retrieved from http://www.child- encyclopedia.com/sites/default/files/textes-experts/en/572/a-historical-perspective-on- autism.pdf
Dominick, K., Davis, N., Lainhart, J., Tager-Flusberg, H. and Folsterin, S. (2007). Atypical behaviors in children with autism and children with a history of language impairment. Research in Developmental Disabilities. 28: 145-162.
Boyd, B., McDonough, S. and Bodfish, J. (2012). Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism. Journal of Autism and Developmental Disorders. 42(6): 1236-1248.
Cafiero, J. (2004). AAC supports for engaging students with autism spectrum disorders (ASD) in group instruction. Closing the Gap. 23(4): 1-6.
Ludlow, A., Skelly, C. and Rohleder, P. (n.d.). Challenges faced by parents of children diagnosed with autism spectrum disorder. Retrieved from https://pdfs.semanticscholar.org/36fe/8a261f8cf5e85aa130c4d334c681e5dddbc5.pdf
Cunningham, A. and Schreibman, L. (2008). Stereotypy in autism: the importance of function. Research in Autism Spectrum Disorders. 2(3): 469-479.
Quian, N. and Lipkin, R. (2011). A Learning-Style Theory for Understanding Autistic Behaviors. Frontiers in Human Neuroscience. 5: 77
Practical Training Solutions. (2014). Autism and aggression: intervention strategies. Retrieved from http://practicaltrainingsolutions.net/2014/05/09/autism-and-aggression-intervention- strategies-2/
