Self-Injurious Behavior in Autistic Children: Understanding, Characteristics, and Effective Management Strategies
Self injurious behavior in autism (SIB) can present unique challenges. It is important for parents, caregivers, and professionals to gain a deeper understanding of SIB, including its characteristics and underlying causes. This article explores the concept of self-injury behavior, its manifestations, and provides possible strategies for effectively managing this behavior.
Understanding Self Injurious Behavior in Autistic children
Self-injurious behavior refers to repetitive actions that cause harm or injury to oneself. It can vary in form and function among individuals on the autism spectrum. Examples of SIB may include biting, scratching, hitting, head-banging, or other forms of self-harm resulting in physical injury. It is crucial to recognize that not all children with autism engage in self-injurious behavior, and the reasons behind such behavior can differ.
Characteristics of Self Injurious Behavior (SIB)
To illustrate the nature of self-injurious behavior, consider the following example: a child with autism exhibits head-hitting behavior with a closed fist in public or during environmental changes. In this case, the child’s head-hitting serves as an expression of distress or a coping mechanism to manage transitions and changes in their surroundings.
Identifying the Underlying Causes
Before intervening in any behavior, it is essential to understand the underlying causes. Although general strategies can be helpful, consulting professionals specializing in autism spectrum disorder (ASD) is crucial for personalized guidance. Here are some strategies that have shown effectiveness:
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Functional Behavior Assessment (FBA)
FBA is a tool utilized by Board Certified Behavior Analysts (BCBAs) to determine the reasons behind self-injurious behavior. Parents and caregivers can observe and identify triggers leading to SIB. Factors to consider include whether the child is alone, if someone is asking the child to do something, or if the child engages in self-harm to obtain something. By answering these questions and making careful observations, the function of SIB can be determined.
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Communication and Social Skills Training
Developing effective communication skills is essential to help children express their needs and desires. Teaching alternative communication methods, such as visual supports, sign language, or augmentative and alternative communication (AAC) devices, can reduce frustration and self-injury. For example, if a child engages in self-biting when unable to reach or obtain something, adults can teach the child to use an AAC device, picture exchange, or sign language to request the desired item.
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Sensory Sensitivities
Sensory issues are common among individuals with ASD, and self-injurious behaviors can sometimes stem from sensory overload or seeking sensory stimulation. To address this, provide appropriate sensory tools such as ice sticks, iced chewy items, or frozen pops to help regulate the child’s sensory system and reduce the occurrence of SIB, particularly when the child is engaging in aggressive biting.
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Visual Supports and Social Stories
Utilizing visual supports, schedules, social stories, or visual cues can provide predictability and structure. These tools help children understand expectations, routines, and appropriate behaviors, reducing anxiety and self-injury. For instance, a social story can be created to describe how loved ones notice when the child hurts themselves during moments of distress. The story would introduce alternative coping strategies such as deep breathing, squeezing a stress ball, talking to a loved one, or engaging in creative activities. Regularly reading and discussing the social story reinforces these strategies and encourages their application in daily life.
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Positive Reinforcement
Implement positive reinforcement techniques to encourage and reward appropriate behaviors. Identify and reinforce alternative behaviors that are incompatible with self-injury, such as relaxation techniques, engaging in preferred activities, or requesting a break. For example, if a child engages in head-banging during homework, teach them to communicate “all done,” “stop,” or “break” using sign language, AAC devices, or picture exchange. This way, the child will no longer feel the need to engage in self-harm to halt an activity.
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Collaboration with Professionals
Involving a team of professionals, including psychologists, therapists, special educators, and medical professionals, is essential for developing a comprehensive intervention plan tailored to the child’s specific needs. Regular meetings and collaboration help monitor progress and make necessary adjustments to the intervention plan.
Conclusion
Managing self-injurious behavior in children with autism requires a multifaceted approach that takes into account individual characteristics and needs. The strategies outlined in this article serve as general recommendations. To create an effective, personalized plan, it is crucial to consult with professionals who specialize in ASD. With proper understanding, support, and guidance, it is possible to help children with autism navigate their challenges and reduce self-injurious behavior, promoting their overall well-being.
Also read: How to Manage Inappropriate Touching Behavior in Autistic Children
About Olga Sirbu
My name is Olga Sirbu, I am a Board Certified Behavior Analyst (BCBA) and Licensed Applied Behavioral Analyst. My goal is to support and empower families and individuals on the autism spectrum.
Autism Advance is dedicated to training parents and caregivers, providing practical tips, and teaching individuals how to educate kids with autism.
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