Problem Behaviors in Autism Spectrum Disorder
Autism Spectrum Syndrome (ASD) comprises a range of challenges characterized by repetitive behaviors, social skills, and speech. Therefore, this condition is a developmental disorder with difficulties in social interaction and communication and repetitive and restricted behavior. There are various types of autism, majorly influenced by genetic and environmental aspects. Persons experiencing this condition exhibit distinct strengths and challenges in their way of thought, hence ranging from highly skilled to adversely challenged individuals. People with autism may be severely impaired in some respects but average, or even superior, in others (Pinel, 2011). Autism may develop from several factors and is mostly characterized by sensory sensitivities and some medical issues such as seizures, gastrointestinal disorders, and mental challenges such as depression and anxiety. Individual symptoms of autism occur in the general population and appear not to associate highly, without a sharp line separating pathologically severe from common traits (London, 2007).
Externalizing behaviors associated with ASD include temper tantrums, self-injurious behavior (SIB), and increased aggression. Several researchers argue that these behaviors are challenging to enhance, hence hardening daily living. Families may decide to seek psychological guidance due to the persistence of these behaviors.
In most cases, it is assumed that people with ASD presenting extreme externalizing behaviors have decreased nonverbal IQs and, consequently, undeveloped verbal ability. The problem with challenges inefficient communication lead to behavioral changes amongst people living with ASD. For instance, Sigafoos (2000) showed a reliable inverse correlation between the communication and extent of behavioral change through his study, which involved thirteen preschool-age children with disabilities, including four exhibiting Autism Spectrum Disorder. However, the relation between verbal-ability and problem behaviors is more complex, and extensive research needs to be done to ascertain their correlation. Verbal ability and intellectual capabilities may be as a result of other factors apart from autism, hence requires an excellent understanding to ensure the individuals with ASD are well managed in the society. Psychological torture may arise due to loneliness and lack of intimacy with the affected persons.
Numerous studies concur with the correlation between communication skills and problem behaviors in young ones exhibiting the autism spectrum disorder. However, there is no universal finding concerning the linkage of the two aspects. For instance, in the research of seventeen young children with autism spectrum disorder from Australia and fifteen from Taiwan with mild to adverse autism spectrum disorder, the severity of the disease was not majorly associated with the frequency of problematic behaviors. However, 50% of the study sample used challenging behavior to express themselves while communicating with others (Chiang, 2008). Further, two of these young children, who used graphic symbols to describe, had a more considerable amount of challenging behavior (Chiang, 2008). Therefore, although several studies support the correlation, there is a need to consider other probable factors that may have caused the problem behaviors.
Moreover, the assumption of the existing inverse relationship between the ability to communicate and problem behaviors is challenged by the presence of problem behaviors by more verbally-able individuals with the disorder. For example, in an extensive study of more than one thousand six hundred young children with the autism, other psychiatric disorders, the problem behavior scores for the group of 302 children with ASD with IQs ≥80 did not differ significantly from those for the 133 children with ASD and IQs below 80 (Mayes et al., 2012). Therefore, the people living with ASD demonstrate problem behaviors affecting their interaction with others even though they exhibit proper intellectual functioning and ability to communicate. Further, considering a study done on a larger sample comprising of children aged between 4 and 17 years by Gotham (2009), measures of intellectuality, communication, and severity of the autism were not interconnected to aggressive behaviors. Therefore, the study concluded that the actions were not as a result of reduced intellectual or communication capacity. According to Diane et al. (2018), the research investigating the relationship between problem behaviors and verbal ability as well as coping with environmental demands in a large sample showed that there was no strong linkage between these aspects.
Research concerning psychological adjustment and sibling relationships has never reached a definite conclusion about the negative effect of growing up with a sibling exhibiting autism disorder spectrum. In a study undertaken by Neely-Barnes and Graff (2011), the results didn’t substantially portray psychological problems on a sample of 300 children and consideration of twelve background variables. More psychological issues were encountered in siblings with disabilities.
Similar results have been found in the past related researches hence leading to an assumption of no adverse effects on ASD siblings due to lack of evidence.
According to Rossiter and Sharpe (2001), a minor negative effect is obtained when group comparison designs are used, but a zero effect when the siblings reported individually. Of greater interest was during the moment when siblings reported on the quality of their relationship together with either their sister or brother having a mental disorder, the total average difference impact amount was also minimal; however, it indicated significant positive associations concerning controls (Rossiter & Sharpe, 2001).
Although limited published literature exists concerning psychological adjustment for brothers and sisters belonging to children having autistic spectrum disorder, it is normal that coping up with individuals with ASD is challenging. Most studies based on group comparisons indicate no depression and lack of loneliness. However, some studies show that parents report cases of behavioral change of the siblings, especially during adolescent age. However, according to Kaminsky and Dewey (2001), a comparison of thirty siblings with children exhibiting ASD and down syndrome showed that intimacy was more significant within the group of down syndromes. Further, using a down syndrome group approach reduced social assistance, and increased negative interactions were reported (Pollard and colleagues’, 2013). Also, siblings with children having ASD reported being more embarrassed concerning their related children (Roeyers & Mycke, 1995).
It is evident that varied feelings concerning psychological effects on the young relatives of children having ASD exist. There is no clarity on this matter due to contracting reports between self-reported and group report approaches. Since self-reported cases indicate numerous adverse effects, there is a need to explore further the relationships between the siblings and the affected children. Also, parental involvement correlates with the sibling relationship, and thus need to be incorporated to lighten up the matter. According to researches by Hatings (2007) and Petalas et al. (2012), the standard of young relative connection is associated with behavior problems as per the parental reports. Parental brain health problems have likewise been related both among their associate’s welfare and including the anxiety of the siblings (Shivers et al., 2013).
Therefore, it is worth noting that young relatives play a significant part in family systems. Although adapting the challenging nature of living alongside children exhibiting autism spectrum syndrome calls for a high level of perseverance, sibling relationships need to be natured. The self-reports by the siblings show a psychological impact on their well-being, but the reality is the other aspect that needs to be accorded utmost attention. The behavioral and emotional challenges experienced by the siblings negatively impact their growth and development. Therefore, the decreased intimacy between the siblings and the affected children may result in further complications to the people with ASD, and consequently worsening their situation. Further, it is vital to coping up with verbal ability and intellectual capacity of the individuals with ASD since it shall mitigate potential problem behaviors.
References
Chiang, H. M. (2008). Expressive communication of children with autism: the use of challenging behavior. Journal of Intellectual Disability Research, 52(11), 966-972.
Ganz, J. B., Parker, R., & Benson, J. (2009). Impact of the picture exchange communication system: Effects on communication and collateral effects on maladaptive behaviors. Augmentative and Alternative Communication, 25(4), 250-261.
Mirenda, P., & Brown, K. (2007). Supporting individuals with autism and problem behavior using AAC. Perspectives on Augmentative and Alternative Communication, 16(2), 26-31.
Roeyers, H., & Mycke, K. (1995). Siblings of a child with autism, with mental retardation and with normal development. Child: care, health, and development, 21(5), 305-319.
Rossiter, L., & Sharpe, D. (2001). The siblings of individuals with mental retardation: A quantitative integration of the literature. Journal of Child and Family Studies, 10(1), 65-84.
Shivers, C. M., Deisenroth, L. K., & Taylor, J. L. (2013). Patterns and predictors of anxiety among siblings of children with autism spectrum disorders. Journal of autism and developmental disorders, 43(6), 1336-1346.