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The early development of stereotypy and self-injury: a review of research methods

F J Symons1, L A Sperry, P L Dropik

  • 1Department of Educational Psychology, College of Education and Human Development, 238 Burton Hall 178 Pillsbury Drive, University of Minnesota, Minneapolis, MN 55455, USA. symonoo7@umn.edu

Journal of Intellectual Disability Research : JIDR
|January 7, 2005
PubMed

Insights

The early development of repetitive motor stereotypies is delayed in young children at risk for developmental disabilities, though sequencing may be similar. Further research is needed to understand these serious behavioral disorders.

Area of Science:

  • Developmental Psychology
  • Neurodevelopmental Disorders
  • Behavioral Science

Background:

  • The origins and developmental trajectory of stereotypic and self-injurious behaviors in individuals with developmental disabilities, including intellectual disability (ID) and autism spectrum disorder (ASD), are not well understood.
  • These behaviors are serious concerns for children with ID and related developmental challenges.

Purpose of the Study:

  • To review existing literature on the prevalence, nature, and development of stereotypic and/or self-injurious behavior in young children (under 5) at risk for developmental delay or disability.
  • To compare findings in at-risk children with those in typically developing children.

Main Methods:

  • A systematic review of twelve studies focusing on stereotypic and/or self-injurious behavior in at-risk children under five.
  • Comparative analysis with studies involving typically developing children.

Main Results:

  • Onset of naturally occurring rhythmic motor stereotypies appears delayed in young children at risk for developmental delay.
  • The sequencing of these stereotypies may be similar to typically developing children.
  • Limitations included a small database, sample variations, and differing measures/designs, restricting cross-study comparisons.

Conclusions:

  • Future research requires well-designed prospective comparison studies with uniform quantitative measures.
  • Empirical data is needed to advance knowledge on the early development of these significant behavioral disorders in children with ID and related issues.
Abstract

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