Sensory and Repetitive Behaviors among Children with Autism Spectrum Disorder at Home

Autor/inn/en	Kirby, Anne V.; Boyd, Brian A.; Williams, Kathryn L.; Faldowski, Richard A.; Baranek, Grace T.
Titel	Sensory and Repetitive Behaviors among Children with Autism Spectrum Disorder at Home
Quelle	In: Autism: The International Journal of Research and Practice, 21 (2017) 2, S.142-154 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361316632710
Schlagwörter	Autism; Pervasive Developmental Disorders; Behavior Problems; Children; Repetition; Sensory Experience; Child Behavior; Stimuli; Play; Naturalistic Observation; Video Technology + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Wiederholung; Sinnerfahrung; Anreizsystem; Spiel; Naturbeobachtung
Abstract	Atypical sensory and repetitive behaviors are defining features of autism spectrum disorder and are thought to be influenced by environmental factors; however, there is a lack of naturalistic research exploring contexts surrounding these behaviors. This study involved video recording observations of 32 children with autism spectrum disorder (2-12 years of age) engaging in sensory and repetitive behaviors during home activities. Behavioral coding was used to determine what activity contexts, sensory modalities, and stimulus characteristics were associated with specific behavior types: hyperresponsive, hyporesponsive, sensory seeking, and repetitive/stereotypic. Results indicated that hyperresponsive behaviors were most associated with activities of daily living and family-initiated stimuli, whereas sensory seeking behaviors were associated with free play activities and child-initiated stimuli. Behaviors associated with multiple sensory modalities simultaneously were common, emphasizing the multi-sensory nature of children's behaviors in natural contexts. Implications for future research more explicitly considering context are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01