Early intervention and prevention of self-injurious behaviour exhibited by young children with developmental disabilities.

Richman (2008) looked at every early operant study on self-injury in toddlers with developmental delays.

The paper is a narrative review, not new data. It asks: why wait for severe head-banging when we can stop the first mild form?

The author argues for quick assessment and teaching replacement skills before the behavior becomes a habit.

The review shows that tiny, early forms of self-injury can be shaped into big, dangerous ones if they accidentally get attention or escape.

Starting prevention in the first two years—with brief functional analysis and simple communication training—keeps the behavior from taking root.

Jongsun et al. (2019) backs this up. Their review of 12 studies shows that functional communication training (FCT) cuts self-injury in students with autism when you pick the right communication mode.

Rojahn et al. (2012) extends the same line. That later review says always pair your ABA plan with a doctor check for pain or biological triggers.

The 2008 and 2012 papers look different—one stresses early prevention, the other urges wider ABA plus medical screening. Together they form a timeline: stop the behavior before it starts, then keep refining treatment as kids grow.

You can act now. Watch toddlers for the first face-slap or head-bang, run a 5-minute functional test, and teach a one-word request or sign right away. This front-load stops years of bandages, helmets, and restraint later.