Stereotypy in young children with autism and typically developing children

MacDonald, Rebecca; Green, Gina; Mansfield, Renee; Geckeler, Amy S.; Gardenier, Nicole Ciotti; Anderson, Jennifer; Holcomb, William L.; Sanchez, June

doi:10.1016/j.ridd.2006.01.004

Cited by 188 publications

(105 citation statements)

References 26 publications

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“…A comparison study by Matson et al (1996) showed 75% of the subjects in the autistic-MR group received scores above the cutoff on the stereotypy subscale of the Diagnostic Assessment for Severe Handicaps-II (DASH-II; Matson, 1995) compared to only 7% of the subjects in the non-autistic-MR group. In another study, McDonald et al (2007) compared the differences in frequency and duration of stereotypy between autistic children and their age-matched typical peers. Results indicated that vocal stereotypy was comparatively higher in the group of children with autism than it was in the group of typical children and was highest in the group of 4-year olds with autism.…”

Section: Introductionmentioning

confidence: 99%

A replication of the RIRD strategy to decrease vocal stereotypy in a student with autism

Liu-Gitz

Banda

2009

Behavioral Interventions

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This study was conducted to decrease vocal stereotypy in a student with autism. Results of functional analysis indicated that vocal stereotypy was maintained by automatic reinforcement. We used the Response Interruption and Redirection (RIRD; Ahearn, Clark, & McDonald, 2007) strategy to decrease the vocal behavior. An ABAB design was used. Results indicated that the RIRD intervention successfully reduced the target behavior. Results are discussed and implications for practice are provided. Copyright © 2009 John Wiley & Sons, Ltd.

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Section: Introductionmentioning

confidence: 99%

A replication of the RIRD strategy to decrease vocal stereotypy in a student with autism

Liu-Gitz

Banda

2009

Behavioral Interventions

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“…Preliminary data indicates that not only do challenging behaviors exist in the infant or toddler diagnosed with ASD, but that these behaviors occur at levels beyond that of infants and toddlers who are typically developing or have non-ASD delays (Cunningham and Schreibman 2008;Dominick et al 2007;MacLean et al 1994;Symons et al 2005). In a study by MacDonald et al (2007), the frequency with which stereotyped patterns of behavior occurred were compared in children with ASD versus typically developing children matched at ages 2, 3, and 4 years of age. The 2-year-old children diagnosed with ASD showed a higher level of stereotypy than their typically developing 2-year-old counterparts during assessment conditions, and this gap incrementally increased at ages 3 and 4 years.…”

mentioning

confidence: 99%

The Emergence of Challenging Behaviors in At-Risk Toddlers with and without Autism Spectrum Disorder: A Cross-Sectional Study

2012

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Challenging behaviors including aggression, property destruction, stereotypy, and self injury occur at a high prevalence in individuals with Autism Spectrum Disorders (ASD). These behaviors are pervasive and chronic. Despite an increased probability and negative consequences, one area which has received little attention is the presence of challenging behaviors in infants and toddlers with ASD. We investigated if this pattern of problem behaviors can be detected in those with ASD at an early age. Six-hundred and twenty-four atypically developing toddlers classified as ASD (n0297) or non-ASD (n0327) were studied using the Baby and Infant SCreen for aUtIsm Traits-Part 3 (BISCUIT-Part 3). Participants were divided into four age groups: 12-18 months, 19-25 months, 26-32 months, and 33-39 months. A factorial MANCOVA was used to assess age and diagnostic group differences on BISCUITPart 3 domains. A general trend of severity of challenging behavior in infants and toddlers with ASD was noted to occur across age cohorts. Implications of the results and directions for future research are discussed.

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“…Some children with autism also seem to learn that there are other benefits to stereotyped behaviors and that the motivation to maintain behavior over time might be different than the motivation responsible for it emergence (Bodfish 2004;Guess and Carr 1991;MacDonald et al 2007;Matson et al 1999). This would explain our finding that all motivators were attributed to all children with autism, some more commonly than others.…”

Section: Discussionmentioning

confidence: 99%

“…To complicate matters, several researchers have suggested that motivators change over time (Bodfish 2004;Guess and Carr 1991;Howlin 1998a;MacDonald et al 2007;Matson et al 1999). Others have indicated that the same stereotyped and repetitive behaviors may have different motivators in different settings (Kroeker et al 2002).…”

Section: Introductionmentioning

confidence: 99%

The Motivation of Stereotypic and Repetitive Behavior: Examination of Construct Validity of the Motivation Assessment Scale

Joosten

Bundy

2008

J Autism Dev Disord

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Construct validity of the Motivation Assessment Scale (MAS) (Durand, Crimmins, The Motivation Assessment Scale 1988) was studied using Rasch analysis data from 67 children (246 MASs), with dual diagnosis of autism and intellectual disability or with intellectual disability only. Results failed to support the proposed unidimensional construct or the original 4-factor structure. Some motivators appear to form a unidimensional construct: "to gain attention", "to gain a tangible object", and "to escape". There was evidence that sensory stimulation represents a different construct. Children with intellectual disability were more apt to be motivated by desire to gain a tangible item or attention. Children with the dual diagnoses were more apt to have sensory stimulation or escape from task demand as a motivator for stereotypic and repetitive behavior.

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Stereotypy in young children with autism and typically developing children

Cited by 188 publications

References 26 publications

A replication of the RIRD strategy to decrease vocal stereotypy in a student with autism

A replication of the RIRD strategy to decrease vocal stereotypy in a student with autism

The Emergence of Challenging Behaviors in At-Risk Toddlers with and without Autism Spectrum Disorder: A Cross-Sectional Study

The Motivation of Stereotypic and Repetitive Behavior: Examination of Construct Validity of the Motivation Assessment Scale

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