The role of physiological arousal in the management of challenging behaviours in individuals with autistic spectrum disorders.
Check and calm body arousal first—then teach skills—to stop big behaviors in clients with ASD.
01Research in Context
What this study did
McDonnell et al. (2015) wrote a theory paper. They said high body arousal can spark hitting, yelling, or self-injury in kids with autism.
The team urged BCBAs to check heart rate, breathing, or skin sweat first. Then use low-arousal rooms, noncontingent toys, and other antecedent tricks.
What they found
This is a theory paper, so there are no new data. The authors simply map how arousal might sit between sensory triggers and problem behavior.
How this fits with other research
Tassé et al. (2013) extends the idea. They measured heart rate and breathing in real kids. Problem behavior and heart rate both jumped during high-anxiety tasks.
Palka Bayard de Volo et al. (2021) also extends the idea. They paired low-arousal strategies with functional communication training. Outbursts dropped and heart rate calmed in two of three preschoolers.
Fernandez-Prieto et al. (2021) adds another layer. They show emotion-regulation skills sit between sensory issues and behavior. Boost the skill and you may cut the behavior even if the sensory input stays.
Why it matters
You can act on this today. Add a quick pulse check or watch the child’s skin color before each session. If the child is revved up, dim lights, lower your voice, and offer a noncontingent fidget or break. These simple antecedent moves can stop a blow-up before it starts.
Get CEUs on This Topic — Free
The ABA Clubhouse has 60+ on-demand CEUs including ethics, supervision, and clinical topics like this one. Plus a new live CEU every Wednesday.
Take a 10-second heart-rate or skin-color read at session start; if high, dim lights and offer a free fidget for two minutes before placing demands.
02At a glance
03Original abstract
Challenging behaviours restrict opportunities and choices for people with autistic spectrum disorders (ASD) and frequently lead to inappropriate and costly service interventions. Managing challenging behaviours of people with autism is an important area of research. This paper examines some of the evidence for the role of physiological arousal influencing these behaviours. Evidence from the emerging literature about sensory differences is examined. It is proposed that sensory reactivity is associated with hyperarousal; catatonic type behaviours are associated with low levels of reactivity (hypoarousal). A low arousal approach is proposed as a generalised strategy to managing challenging behaviours with ASD. The use of non-contingent reinforcement and antecedent control strategies are recommended for use with challenging behaviours which have a sensory component. Examples are provided to illustrate the approach. The implications of arousal and the use of physical interventions are discussed. It is proposed that arousal is a construct which has significant heuristic value for researchers and practitioners.
Research in developmental disabilities, 2015 · doi:10.1016/j.ridd.2014.09.012