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Early Intervention for Repetitive Behavior in Autism Spectrum Disorder: a Conceptual Model

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Abstract

This paper presents a conceptual model to improve the early intervention of repetitive behavior in infants and young children with autism spectrum disorder (ASD). We include (a) a description of the trajectory of repetitive behavior in typical and atypical development and an explanation of its relation to screening and assessment and (b) a selective review of the intervention literature for rigid and repetitive patterns of behavior and interests (RRBIs) in infants and young children with ASD. These two sets of literature are used to build the rationale for a conceptual model to improve early developmentally appropriate intervention for RRBIs in ASD. The conceptual model posits that (a) increased sensitivity of measurement tools will allow for proper identification of when intervention is warranted and (b) increased research on focused interventions and dissemination of teaching protocols will improve the comprehensiveness of developmentally appropriate intervention. Finally, other areas for future research are highlighted.

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  1. Department of Special Education, University of Oregon, 901 E. 18th Avenue, Eugene, Oregon, 97403-5253, USA

    Tracy J. Raulston & Wendy Machalicek

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Correspondence to Tracy J. Raulston.

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The first author received funding through the Engaging New Leaders in Implementation Science Training (ENLIST) Leadership Grant of the United States Department of Education Office of Special Education Programs (OSEP).

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Raulston, T.J., Machalicek, W. Early Intervention for Repetitive Behavior in Autism Spectrum Disorder: a Conceptual Model. J Dev Phys Disabil 30, 89–109 (2018). https://doi.org/10.1007/s10882-017-9566-9

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