Repetitive behavior profiles in asperger syndrome and high-functioning autism

Mikle South, Sally J Ozonoff, William M. McMahon

Research output: Contribution to journalArticle

208 Scopus citations

Abstract

Although repetitive behaviors are a core diagnostic domain for autism spectrum disorders, research in this area has been neglected. This study had two major aims (1) to provide a detailed characterization of repetitive behaviors in individuals with Asperger Syndrome (AS), high-functioning autism (HFA), and typically developing controls (TD); and (2) to examine whether differences in repetitive behavior profiles could provide evidence for the external validity of AS separate from HFA. Specifically, it was hypothesized that circumscribed interests would be more prevalent and cause more impairment in the AS group than the HFA group, while the reverse would be true for other categories of repetitive behavior. The parent(s) of 61 children and adolescents (19 with AS, 21 with HFA, and 21 TD) completed two interviews focused specifically on lifetime and current repetitive behavior symptoms. No reliable differences in repetitive behavior between AS and HFA children were found. Results suggested that circumscribed interests differ in developmental course from the three other DSM-IV-TR categories of repetitive behavior. Internal consistency among the four DSM-IV-TR categories of repetitive behavior was high, α=.84, providing evidence for a unitary repetitive behaviors factor. The importance of expanding research in the repetitive behavior domain is highlighted as part of the necessary integration of behavioral and neurobiological approaches to understanding the etiology of autism.

Original languageEnglish (US)
Pages (from-to)145-158
Number of pages14
JournalJournal of Autism and Developmental Disorders
Volume35
Issue number2
DOIs
StatePublished - Apr 2005

Keywords

  • Asperger Syndrome
  • Autism
  • Circumscribed interests
  • Repetitive behavior

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

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