Early Development of Stereotyped and Self-Injurious Behaviors: I. Incidence

Berkson, Gershon; Tupa, Megan; Sherman, Lauren E.

doi:10.1352/0895-8017(2001)106<0539:edosas>2.0.co;2

Cited by 85 publications

(70 citation statements)

References 11 publications

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“…Non-injurious stereotyped behaviors, which can be described as atypical, idiosyncratic, and repetitive behaviors such as body rocking, hand flapping, spinning, and hand clapping are also very common in the ID population (Berkson, Tupa, & Sherman, 2001;Bodfish et al, 1995;Murphy, Hall, Oliver, & Kissi-Debra, 1999;Rojahn, Matlock, & Tassé , 2000). Stereotyped behavior is quite common in individuals with ID.…”

mentioning

confidence: 99%

“…The term proto-injurious behavior, introduced by Berkson, Tupa, and Sherman (2001), refers to certain types of stereotypic behaviors or non-repetitive, discrete bouts of behavior that may lead to topographically similar forms of SIB. Proto-injurious behavior is viewed as a potential risk marker for emerging SIB (Furniss & Biswas, 2012;Langthorne & McGill, 2008;Petty, Allen, & Oliver, 2009;Richman & Lindauer, 2005;Symons, Sperry, Dropik, & Bodfish, 2005) under the assumption implied in the term that the intensity or frequency of that proto-injurious behavior may be shaped such that it ultimately causes tissue damage.…”

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confidence: 99%

“…In addition to the Hall et al (2001) study just mentioned several other studies have provided evidence of the proto-injurious behavior hypothesis for some topographies of SIB. Berkson et al (2001) examined body rocking and SIB in 39 young children between the ages of 3 and 40 months with severe disabilities in a longitudinal study. Twenty-one of the participants exhibited proto-SIB and/or SIB, while 10 displayed proto-SIB alone.…”

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confidence: 99%

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Stereotyped behaviors predicting self-injurious behavior in individuals with intellectual disabilities

Barnard‐Brak

Rojahn

Richman

et al. 2015

Research in Developmental Disabilities

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Stereotyped behaviors predicting self-injurious behavior in individuals with intellectual disabilities

Barnard‐Brak

Rojahn

Richman

et al. 2015

Research in Developmental Disabilities

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“…In children with an ID a similar trend in their development is seen, but it is slower. A review of this topic is provided by Berkson et al (23).…”

Section: Self-injurymentioning

confidence: 99%

“…Self-injury is performed on any part of the body, but most often occurs on the head, neck and hands (24). In children with an ID, SIB consists of repetitive and stereotyped acts performed for no specific reason (23). It may pose significant health risks, such as permanent scars or damage to the eye (eg, cataract, perforation or retinal detachment) (24).…”

Section: Self-injurymentioning

confidence: 99%

Behaviour disorders in children with an intellectual disability

Ageranioti-Bélanger

Brunet

D’Anjou

et al. 2012

Paediatrics &Amp; Child Health

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T he diagnosis of an intellectual disability (ID) relates to a heterogeneous group of individuals, approximately 3% of the population, whose intelligence quotient is <70. Behaviour disorders are frequent in children with an ID, can create problems in everyday life and can mask, or reveal an organic or psychiatric illness. It is crucial to adopt a multidisciplinary approach in treating these behaviours.In the present review, we first describe some general concepts dealing with the management of behaviour disorders in children with an ID, and then provide an overview of, in our experience, the four most common of these disorders: sleep disturbances, agitation (as it relates to attention-deficit hyperactivity disorder [ADHD]), aggression and self-injury. The treatment of organic problems and psychiatric illnesses that may cause behaviour disorders is beyond the scope of the present article. The present article is based on a conventional and complete literature review, with many of the practical suggestions based on the experience of the authors (ie, group consensus). General concepts assessmentThe first step is to obtain an adequate medical history including onset of the behaviour disorder, evolution over time, extenuating or aggravating factors (eg, environmental stressors that could be impacting the child), functional impairment, a family history of psychiatric problems and the impact of the child's behavioural difficulties on other family members. It is also important to have information on the individual's level of functioning including cognitive, adaptive, social-functioning, levels of receptive understanding and expressive language (1). A thorough physical examination is required in all cases.In cases where parents or tutors 'no longer recognize the child' and there are, for example, autonomic symptoms such as loss of appetite combined with a loss of weight or marked changes in sleep habits, a specific questionnaire dealing with psychiatric symptoms must be completed. A family history of depression, loss of interest in favourite activities, evidence of sadness and recent irritability should suggest the possibility of a depression. In investigating a possible anxiety problem, it is important not only to consider the family history, but also the avoidance of specific situations, difficulties with transitions, difficulties encountered in distancing oneself from attachment figures or the presence of adrenergic symptoms (eg, tachycardia, tremor) during a crisis. A bipolar illness must be considered in the presence of a family history or severe agitation cycles alternating with periods of apathy.In most circumstances, a suspected psychiatric etiology would require evaluation and management by a child psychiatrist. The prevalence rate of psychiatric disturbances, in the population of children with an ID, is 20% to 35%, that is, three to five times higher than that for the general population. It is important to rule out the possibility of a psychiatric disturbance when the patient shows behavioural symptoms of recent...

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