{"id":410,"date":"2020-06-05T15:23:49","date_gmt":"2020-06-05T20:23:49","guid":{"rendered":"http:\/\/brcasd.binghamton.edu\/?p=410"},"modified":"2020-06-05T15:23:51","modified_gmt":"2020-06-05T20:23:51","slug":"increasing-understanding-of-restricted-and-repetitive-behaviors-in-asd","status":"publish","type":"post","link":"https:\/\/brcasd.binghamton.edu\/?p=410","title":{"rendered":"Increasing Understanding of Restricted and Repetitive Behaviors in ASD"},"content":{"rendered":"\n

Increasing Understanding of Restricted and Repetitive Behaviors in ASD<\/em><\/p>\n\n\n\n

Lampi, A., Fitzpatrick,\nP., Romero, V., Amaral, J., & Schmidt, R. C. (2020). Understanding the\ninfluence of social and motor context on the co-occurring frequency of\nrestricted and repetitive behaviors in autism. Journal of Autism and\nDevelopmental Disorders, 50<\/em>(5), 1479-1496. doi: 10.1007\/s10803-018-3698-3<\/p>\n\n\n\n

Background<\/strong><\/p>\n\n\n\n

Restricted and\nrepetitive behaviors (RRBs) are a diagnostic component of ASD. These behaviors\nmay involve repetitive motor movements, unusual non-word sounds, repeated\ntouching or manipulation of objects, and repetitive words or statements.\nResearch has attempted to assess what might cause these behaviors to occur, but\nthe findings of such research are mixed. The study summarized in this post\nsought to determine if the level of social interaction and motor activity\ninvolved in tasks would change observed rates of RRBs. This study also sought\nto determine how RRBs were related to other social communication diagnostic\nindicators of ASD.<\/p>\n\n\n\n

Who was involved?<\/strong><\/p>\n\n\n\n

Ninety-seven children\nbetween the ages of about 6-10 years old (50 ASD participants and 47 children\nwithout ASD) participated in the study. The research team also had caregivers\nfamiliar with the participants answer questions about development and complete symptom\nquestionnaires. The researchers asked participants to engage in different tasks\nthat were of different combinations of social attention and motor difficulty:\nlow social\/low motor, high social\/low motor, low social\/high motor, and high\nsocial\/high motor. Video recordings of the sessions allowed the researchers to\ncollect data on the rate of RRBs during each task and then compare those\nfindings with questionnaires completed by caregivers.<\/p>\n\n\n\n

What was the outcome?<\/strong><\/p>\n\n\n\n

As expected, the ASD\ngroup demonstrated significantly more RRBs than the comparison group without\nASD. Repetitive motor movements and verbal statements were the most commonly\nobserved RRBs in the study. RRBs were also found to occur more or less often\ndepending on the type of task being used, with highest rates of RRBs during\ntasks with low social engagement and low motor effort. Also, the type of motor\naction did not have to match a similar pattern or style as the repetitive\nbehavior to result in lower rates of RRBs. The researchers indicate that some\nof the differences observed between tasks may have less to do with the amount\nof social and motor engagement than with the attention required for the\nengagement to occur. However, tasks with more social interaction and more motor\neffort tended to correlate with fewer repetitive behaviors. The level of RRBs\nwas also found to relate to the level of ASD severity overall and lower\nnonverbal intellectual ability. The relationship of RRBs to social\ncommunication ability appeared to be affected by the child\u2019s nonverbal\nintellectual ability.<\/p>\n\n\n\n

What\nare the strengths and limitations of the study?<\/strong><\/p>\n\n\n\n

Strengths:\nDirect evaluation of RRBs during various different types of tasks allowed for conclusions\nabout what types of engagement might compete with RRBs without directly\nintervening with the interfering behavior.<\/p>\n\n\n\n

Limitations:\nDue to the types of tasks used in this study, they took different lengths of\ntime to complete by their nature. This may have resulted in some shifting of\nthe rates of RRBs and made comparisons across the tasks less stable.<\/p>\n\n\n\n

What\nare the implications?<\/strong><\/p>\n\n\n\n

If higher levels of\nsocial engagement and more motor requirements compete with RRBs, such\ninformation could be useful in the education and intervention supports for\nindividuals with ASD. Although the level of ASD severity was found to correlate\nwith more RRBs in this study, such findings have not been the case in some\nother research. This research highlights some potential considerations for ways\nto impact reduction of RRBs without directly intervening with the behavior,\nwhich is helpful for considering indirect impacts of enriched environments.\nHowever, each individual with ASD may have unique environmental variables that\nincrease or decrease behavior. As such, functional assessments and determination\nof whether an RRB needs attention for reduction (i.e., is it interfering with\nthat person\u2019s functioning?) should be considered on a case-by-case basis as\nrelevant to that individual\u2019s needs.<\/p>\n

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Increasing Understanding of Restricted and Repetitive Behaviors in ASD Lampi, A., Fitzpatrick, P., Romero, V., Amaral, J., & Schmidt, R. C. (2020). Understanding the influence of social and motor context on the co-occurring frequency of restricted and repetitive behaviors in […]<\/p>\n

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