BEHAVIOR MODIFICATION IN AUTISM

• DOI: 10.22533/at.ed.1593142327021

• Palavras-chave: Autism. Stereotypies. DSM-5. Applied Behavior Analysis. Management.

• Keywords: Autism. Stereotypies. DSM-5. Applied Behavior Analysis. Management.

• Abstract:

  Modification of undesirable behavior or positive reinforcement of desirable behavior is achieved by differential reinforcement in operant conditioning. It is from Frederic Burrhus Skinner's studies on behaviorism that we obtain the principles to employ this conditioning. Most human behavior is modelable. These operant behaviors are positively or negatively reinforced, increasing the probability of their occurrence in the future. Functioning problems have a functional relationship with antecedents and their consequences. Information gathering as a process is recorded in the functional assessment. It was from Skinner's studies (1957 ) that the term operant conditioning began to be used with reference to environmental events, because functional relationships occur both between adaptive and maladaptive behaviors. In the case of Autism, the hyperexcitation of the brain results in an excess of stimuli corresponding, consequently, to the need to discharge tension through the motor escape called stereotypes or repetitive and ritualized movements. For Cantavella (1992), stereotypy is, in essence, a compulsive defense. In the DSM-5 (2013), Diagnostic and Statistical Manual of Mental Disorders, 5th edition, the diagnostic criterion B1, of Autism Spectrum Disorder (F84.00/299.00), has its descriptor consisting of motor movements, use of objects of inappropriate form, stereotyped or repetitive speech, echolalia and idiosyncratic phrases, and simple motor stereotypy, aligning toys or rotating objects. Furthermore, it is a symptomatic hypo- or hyper-reactive behavior (diagnostic criterion B4), with occasional visual fascination with lights or movement. Stereotypies are, therefore, motor behaviors with a repetitive character, apparently impulsive and without reason (B criteria), and, generally, they are rhythmic of the head, hands or body, with contingent absence of apparently adaptive function (DSM 5/2013 ). Going beyond a merely topographical analysis, the function of these movements is related to self-organization, reassurance (calmness), sensorial and sensations search and a multimodality of reinforcers. Contrary to popular belief, this behavior is very common. The search for sensory regulation, relief from everyday anxiety and the reduction of stress and irritability is also a neurotypical behavior, differing in its domain and, consequently, in its frequency, duration and intensity. Thus, the Applied Behavior Analysis (ABA) aims to improve behaviors, through the development of a well-adapted curriculum that allows intervention, with a substitutive view and micromanagement based on behavioral techniques such as: modeling, sensory integration, imitation, scripts and speech stimulation with differential reinforcement of other behavior, alternative behavior or incompatible behavior, both to guarantee the physical integrity of the learner and to ensure their self-regulation and learning.