Behaviour and Communication

Introduction

Individuals with an autistic spectrum disorder are unique individuals. Nevertheless, common problems affecting social interaction, communication, impairment of imagination and repetitive stereotyped behaviour can be recognised behind all the variations.

In addition to the core clinical features of autism, associated features of hyperactivity, poor attention, obsessions, compulsions and rituals, depressive mood, sleep problems, tics, self injury and aggression can also be features that can have a detrimental effect on the individual, family and caregivers.

Add to this a wide range of cognitive styles and abilities, attention and motivation plus the responses that arise from sensory impairments, and epilepsy.Then consider the increasing lines of evidence indicating specific neurochemical systems that may account for impulsive aggressive actions... and what occurs is an individual being observed, judged and treated for displaying unusual and socially inappropriate behaviour.

A wide range of interventions including educational approaches, behavioural programmes, therapies, interventions, restraint and response plans, and medication are available as possible elements of an intervention approach. None should be approached as a "quick fix" and none should be regarded as the sole element of an intervention treatment.

It has been argued that all behaviour is communication, and behaviour demonstrated by people with intellectual disability is no different in intent only different in manner. (Justice Action Group, 2000.)

We can expect to see a reduction in the number of individuals presenting with inappropriate and challenging behaviours as a result of:

improvement in early diagnosis;
the introduction of the Early Bird Training for newly diagnosed families in New Zealand;
the ASD component for training of Resource Teachers of Learning and Behaviour;
the availability of the SPELL training programme for services and families and consequent sensitive restructuring of service and education environments for people with an autistic spectrum disorder

While we wait for the effects of these Government funded initiatives to permeate through New Zealand environments, the sites provided in the remainder of this section link you to a wide variety of information, interventions and programmes.

In writing this introduction we have drawn upon the following resources:

Carr, E. & Durand,.M, (1985). Reducing problem behaviours through functional communicatin training. Journal of Applied Behaviour Analysis,18.111-126.

Tsai and Ghaziuddin, 1996. Autistic disorder, in J. Weiner (ed.) The Comprehensive textbook of child and adolescent psychiatry, 2^nd edn, pp 219-54. Washington, DC: American Psychiatric Press.

Wing, L. 1996. The Autistic spectrum. A guide for parents and professionals. Constable. London.