How do researchers define self-injurious behavior?
Introduction
Intellectual disabilities (ID) and other developmental disabilities such as autism present with a number of problems (Fitzgerald et al., 2011, Hattier et al., 2011a, Hattier et al., 2011b, Horovitz and Matson, 2011, Smith and Matson, 2010a, Smith and Matson, 2010b). Among the difficulties are motor and communication problems (Mahan and Matson, 2011, Matson et al., 2011d, Sipes et al., 2011a), high rates of psychopathology (Horovitz et al., 2011b, Kozlowski et al., 2011b, Matson et al., 2011a, Matson and Shoemaker, 2011), feeding and toileting problems (Kozlowski et al., 2011a, Matson et al., 2011b), vocational problems (Kozlowski, Mahan, & Matson, 2010), social deficits (Mahan et al., 2010, Smith and Matson, 2010c), and challenging behaviors (Hattier et al., 2012, Matson et al., 2011f). These concerns dramatically affect the ability of the afflicted individual to integrate into the community. One of the most serious of these problems is self-injurious behavior (Kozlowski and Matson, 2012, Matson et al., 2012a, Sipes et al., 2011b). However, this particular term of art is used by various groups of researchers to describe very different phenomena. As a result, we are suggesting that the term repetitive self-injurious behavior be used to refer to what is generally considered self-injurious behavior in the developmental disabilities literature.
Section snippets
Tale of two definitions
The field of developmental disabilities has a definition of self-injurious behavior which consists of a range of topographies with a common set of characteristic. (1) The behavior causes physical harm, most commonly in the form of tissue damage versus poisoning or other types of self-harm. (2) The behavior is typically a repetitive, rhythmic movement. (3) The behavior is usually just that, a constant (e.g. hand to head over and over). (4) Frustration, anxiety, and the concomitant desire to
Characteristics
What are common factors associated with repetitive self-injurious behavior, and what constitutes some common risk factors? A number of studies have looked at common factors. For example, for very young children (17–36 months old) who had more symptoms of avoidance and tantrum/conduct symptoms were at higher risk for repetitive self-injurious behavior (Matson, Mahan, et al., 2011). Testing older children with autism up to 18 years old, McTiernan, Leader, Healy, and Mannion (2011) found high
Test/assessment methods
Repetitive self-injurious behavior is assessed in at least four ways: tissue examination, operational definitions, functional assessment, and standardized tests. Typically, more than one of these methods are used in combination. The most common combination would be the use of operational definitions with functional assessment. A brief review of each method and how they are used follows.
Standardized tests
A number of standardized tests have also been developed to evaluate repetitive self-injurious behavior. These measures tend to have a much different purpose. As noted earlier, challenging behaviors tend to occur in groups, and these scales spread a wide net and show covariation, and severity of a constellation of challenging behaviors. These measures are used to some extent to evaluate treatment outcomes, but this approach is less sensitive to treatment effects than the other methods reviewed.
Conclusions
Persons with developmental disabilities evince a wide range of problem behaviors and deficits (Matson et al., 2011e, Matson et al., 2009). These factors range from basic adaptive behaviors to high rates of psychopathology (Cherry et al., 1997, Matson et al., 1999b). At the forefront of these deficits, however, are challenging behaviors (Matson, Mahan, Sipes, & Kozlowski, 2010). Among the most problematic of this general group of behaviors are those responses described as self-injurious
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2013, Research in Autism Spectrum DisordersCitation Excerpt :The purpose of this study was to investigate the mediation of quality of life between challenging behaviors and symptomatology of individuals with ID and ASD. The correlational analysis revealed a positive relation between ASD symptomatology and challenging behaviors in line with recent research (e.g., Bihm, Poindexter, & Warren, 1998; Emerson et al., 2001; Matson et al., 2012; Matson, Minshawi, González, & Mayville, 2006). Conversely, QoL was negatively correlated with the ASD and challenging behaviors.
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