Skip to main content
SpringerLink
Log in

Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices

  • OriginalPaper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing.

    Book  Google Scholar 

  • Barber, A.B., Wetherby, A.M., & Chambers, N.W. (2012). Brief report: Repetitive behaviors in young children with autism spectrum disorder and developmentally similar peers: A follow up to Watt et al. (2008). Journal of Autism and Developmental Disorders, 42, 2006–2012.

    Article  Google Scholar 

  • Barton, E. E., Reichow, B., Schnitz, A., Smith, I. C., & Sherlock, D. (2014). A systematic review of sensory-based treatments for children with disabilities. Research in Developmental Disabilities, 37, 64–80.

    Article  Google Scholar 

  • Boyd, B. A., McDonough, S. G., & Bodfish, J. A. (2012). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of Autism and Developmental Disabilities, 42, 1236–1248.

    Article  Google Scholar 

  • Boyd, B. A., McDonough, S. M., Rupp, B., Khan, F., & Bodfish, J. W. (2011). Effects of a family-implemented treatment on the repetitive behavior of children with autism. Journal of Autism and Developmental Disorders, 41, 1330–1341.

    Article  Google Scholar 

  • Carnett, A., Raulston, T., Lang, R., Tostanoski, A., Lee, A., Sigafoos, J., & Machalicek, W. (2014). Effects of perseverative interest-based token economy on challenging and on-task behavior in a child with autism. Journal of Behavioral Education, 23, 368–377.

    Article  Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. New York: Macmillan.

    Google Scholar 

  • Cunningham, A. B., & Schreibman, L. (2008). Stereotypy in autism: The importance of function. Research in Autism Spectrum Disorders, 2, 469–479.

    Article  Google Scholar 

  • Curtin, C., Jojic, M., & Bandini, L. G. (2014). Obesity in children with autism spectrum disorders. Harvard Review of Psychiatry, 22, 93–103.

    Article  Google Scholar 

  • Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from https://www.dec-sped.org/dec-recommended-practices.

  • Dominick, K. C., Ornstein Davis, N., Lainhart, J., Tager-Flusberg, H., & Folstein, S. (2007). Atypical behaviors in children with autism and children with a history of language impairment. Research in Developmental Disabilities, 28, 145–162.

    Article  Google Scholar 

  • Evans, D. W., Leckman, J. F., Carter, A., Reznick, J. S., Henshaw, D., King, R. A., et al. (1997). Ritual, habit, and perfectionism: The prevalence and development of compulsive-like behavior in normal young children. Child Development, 68, 58–68.

    Article  Google Scholar 

  • Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51, 44–51.

    Article  Google Scholar 

  • Goldman, S., Wang, C., Salgado, M. W., Greene, P. E., Kim, M., & Rapin, I. (2009). Motor stereotypies in children with autism and other developmental disabilities. Developmental Medicine & Child Neurology, 51, 30–38.

    Article  Google Scholar 

  • Gould, E., Dixon, D. R., Najdowski, A. C., Smith, M. N., & Tarbox, J. (2011). A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 990–1002.

    Article  Google Scholar 

  • Grahame, V., Brett, D., Dixon, L., McConachie, H., Lowry, J., Rodgers, J., Steen, N., & Couteur, A.L. (2016). Managing repetitive behavior in young children with autism spectrum disorder (ASD): Pilot randomized controlled trial of new parent group intervention. Journal of Autism and Developmental Disorders, 45, 3168–3182.

    Article  Google Scholar 

  • Hansen, S. G., Carnett, A., Tullis, C. A. (2018). Defining early social communication skills: A systematic review and analysis. Advances in Neurodevelopmental Disorders, 2, 116–128.

    Article  Google Scholar 

  • Harrop, C., McConachie, H., Emsley, R., Leadbitter, K., & Green, J. (2014). Restricted and repetitive behaviors in autism spectrum disorders and typical development: Cross-sectional and longitudinal comparisons. Journal of Autism and Developmental Disorders, 44, 1207–1219.

    Article  Google Scholar 

  • Honey, E., Leekam, S., Turner, M., & McConachie, H. (2007). Repetitive behavior and play in typically developing children and children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1107–1115.

    Article  Google Scholar 

  • Koegel, R. L., & Covert, A. (1972). The relationship of self-stimulation to learning in autistic children. Journal of Applied Behavior Analysis, 5, 381–387.

    Article  Google Scholar 

  • Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4, 565–576.

    Article  Google Scholar 

  • Lang, R., O-Reilly, M., Rispoli, M., Lydon, H., Streusand, W., Davis, T., Kang, S., Sigafoos, J., Lancioni, G., Didden, R., & Giesbers, S. (2012). Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 6, 1004–1018.

    Article  Google Scholar 

  • Lanovaz, M. J., & Sladeczek, I. E. (2012). Vocal stereotypy in individuals with autism spectrum disorders: A review of behavioral interventions. Behavior Modification, 36, 146–164.

    Article  Google Scholar 

  • Leekam, S. R., Nieto, C., Libby, S. J., Wing, L., & Gould, J. (2007). Describing the sensory abnormalities of children and adults with autism. Journal of Autism and Developmental Disorders, 37, 894–910.

    Article  Google Scholar 

  • Lin, C. E., & Koegel, R. (2018). Treatment of higher-order restricted repetitive behaviors (H-RRB) in children with autism spectrum disorder. Journal of Autism and Developmental Disorders., 48, 894–910. https://doi.org/10.1007/s10803-018-3637-3.

    Article  Google Scholar 

  • Loftin, R. L., Odom, S. L., & Lantz, J. F. (2008). Social interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38, 1124–1135.

    Article  Google Scholar 

  • Machalicek, W., Raulston, T., Knowles, C., Ruppert, T., Carnett, A., & Alresheed, F. (2016). Challenging behavior. In J. Matson (Ed.), Comorbid conditions among children with autism spectrum disorders. New York: Springer.

  • Mandell, D. S., Novak, M. M., & Levy, S. (2005). Frequency and correlates of treatment use among a community sample of children with autism. CA: San Diego.

    Google Scholar 

  • Nadig, A., Lee, I., Singh, L., Bosshart, K., & Ozonoff, S. (2010). How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism. Neuropsychologia, 48, 2730–2739.

    Article  Google Scholar 

  • National Autism Center (2015). Findings and conclusions: National standards project, phase 2. Retrieved from https://www.nationalautismcenter.org/resources

  • National Conference of State Legislatures. (2018, August 8). Autism and insurance coverage: State laws. Retrieved from: https://www.ncsl.org/research/health/autism-and-insurance-coverage-state-laws.aspx

  • National Implementation Research Network. (2015). Implementation science defined. Retrieved from https://nirn.fpg.unc.edu/learn-implementation/implementation-science-defined

  • Neely, L., Rispoli, M., Gerow, S., & Ninci, J. (2015). Effects of antecedent exercise on academic engagement and stereotypy during instruction. Behavior Modification, 39, 98–116.

    Article  Google Scholar 

  • Ninci, J., Rispoli, M., Burke, M., & Neely, L. C. (2018). Embedding interests of individuals with autism spectrum disorder: A quality review. Review Journal of Autism and Developmental Disorders, 5, 15–28.

    Article  Google Scholar 

  • Patterson, S. Y., Smith, V., & Jelen, M. (2010). Behavioural intervention practices for stereotypic and repetitive behavior in individuals with autism spectrum disorder: A systematic review. Developmental Medicine & Child Neurology, 52, 318–327.

    Article  Google Scholar 

  • Pierce, K., & Courchesne, E. (2001). Evidence for a cerebellar role in reduced exploration and stereotyped behavior in autism. Biological Psychiatry, 49, 655–664.

    Article  Google Scholar 

  • Rapp, J. T., & Vollmer, T. R. (2005). Stereotypy I: A review of behavioral assessment and treatment. Research in Developmental Disabilities, 26, 527–547.

    Article  Google Scholar 

  • Raulston, T., & Machalicek, W. (2018). Early intervention for repetitive behaviorin autism spectrum disorder: A conceptual model. Journal of Developmental and Physical Disabilities, 30, 89–109.

    Article  Google Scholar 

  • Richler, J., Huerta, M., Bishop, S. L., & Lord, C. (2010). Developmental trajectories of restricted and repetitive behaviors and interests in children with autism spectrum disorders. Developmental Psychopathology, 22, 55–69.

    Article  Google Scholar 

  • Rispoli, M., Camargo, S., Machalicek, W., Lang, R., & Sigafoos, J. (2014). Functional communication training in the treatment of problem behavior by access to rituals. Journal of Applied Behavior Analysis, 47, 580–593.

    Article  Google Scholar 

  • South, M., Ozonoff, S., & McMahon, W. M. (2005). Repetitive behavior profiles in Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 14, 42–54.

    Google Scholar 

  • Tan, B. W., Pooley, J. A., & Speelman, C. P. (2016). A meta-analytic review of the efficacy of physical exercise interventions on cognition in individuals with autism spectrum disorder and ADHD. Journal of Autism and Developmental Disorders, 46, 3126–3143.

    Article  Google Scholar 

  • Varni, J. W., Lovaas, O. I., Koegel, R., & Everett, N. (1979). An analysis of observational learning in autistic and normal children. Journal of Abnormal Child Psychology, 7, 31–43.

    Article  Google Scholar 

  • Wolff, J. J., Botteron, K. N., Dager, S. R., Elison, J. T., Estes, A. M., Gu, H., … Piven, J. (2014). Longitudinal patterns of repetitive behavior in toddlers with autism. The Journal of Child Psychology and Psychiatry, 55, 945–953.

    Article  Google Scholar 

Download references

Funding

The first author received funding through the Engaging New Leaders in Implementation Science Training Leadership Grant of the United States Department of Education Office of Special Education Programs during survey item creation and data collection. The third author received faculty research funds from the College of Education at the University of Oregon for subject honorarium. The second author presented these data at a symposium session at the 44th annual Association for Behavior Analysis in San Diego, California in May 2018.

Author information

Authors and Affiliations

  1. Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, 125 CEDAR Building, University Park, PA, 16802, USA

    Tracy J. Raulston

  2. Department of Learning Sciences, Georgia State University, 30 Pryor Street South West, Atlanta, GA, 30306, USA

    Sarah G. Hansen

  3. Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA

    Tracy J. Raulston, Sarah G. Hansen, Wendy Machalicek & Laura Lee McIntyre

  4. Department of Educational Psychology, University of Texas at San Antonio, 501 West Cesar East Chavez Boulevard, San Antonio, TX, 78207, USA

    Amarie Carnett

Authors
  1. Tracy J. Raulston
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sarah G. Hansen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wendy Machalicek
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Laura Lee McIntyre
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Amarie Carnett
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

TJR, WM, and LLM conceptualized and designed the study. TJR and SGH created and validated the survey, ran the analyses, and wrote the manuscript. AC assisted in data analysis and manuscript preparation.

Corresponding author

Correspondence to Tracy J. Raulston.

Ethics declarations

Conflicts of interest

There are no potential conflicts of interest to report.

Research involving human participants

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Raulston, T.J., Hansen, S.G., Machalicek, W. et al. Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices. J Autism Dev Disord 49, 3047–3059 (2019). https://doi.org/10.1007/s10803-019-04023-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-019-04023-y

Keywords

Search

Navigation