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Practitioner Review: Self-injurious behaviour in children with developmental delay.

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Summary

Self-injurious behavior in children with developmental delay is persistent and influenced by factors like intellectual disability and autism. A new model integrates child traits and learning principles to explain severity and guide early interventions.

Keywords:
Self-injuryapplied behaviour analysisautism spectrum disorderbehaviour dysregulationbehavioural phenotypegenetic syndromeintellectual disability

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Area of Science:

  • Developmental Psychology
  • Behavioral Science
  • Clinical Psychology

Background:

  • Self-injurious behavior (SIB) affects a notable minority of children with developmental delay, impacting child and carer well-being.
  • Risk factors include intellectual disability, autism spectrum disorder, genetic syndromes, and impulsive behaviors.
  • SIB prevalence increases with age and is often persistent.

Purpose of the Study:

  • To review the dominant operant learning theory of SIB.
  • To evaluate the theory's utility in explaining empirical observations of SIB.
  • To present an extended model of SIB integrating child characteristics and environmental factors.

Main Methods:

  • Review of existing literature on self-injurious behavior.
  • Analysis of the operant learning theory as a causal model for SIB.
  • Development of an extended phenotype × environment model.

Main Results:

  • An extended model of SIB is presented, integrating child characteristics and operant learning principles.
  • The model explains variance in the developmental trajectory of SIB severity.
  • Behavioral dysregulation, including impulsivity and repetitive behaviors, is linked to SIB severity and persistence.

Conclusions:

  • Behavioral dysregulation may influence SIB severity and persistence.
  • Identified risk markers and the extended model suggest targets for early, risk-related intervention.
  • Increased practitioner training in effective SIB interventions is necessary.