Question 5.

Describe the role of stress upon repetition, perseveration, and self-injury. Be sure to present both physiological changes in the body during a stressful situation, as well as psychological. (can find information in animal literature, as well, for example: stress in transportation animals, etc.) ________________________________________________________

Many studies have illustrated that stress can cause an increase in repetitive, perseverative, and self-injurious behaviors. 

Individuals with ASDs have sensory processing deficits which can lead to  over stimulation, stress or in some instances extreme fear. Temple Grandin mentions that her teen years were fraught with constant fear; while the squeeze box she invented helped to calm her, it wasn’t until she started taking antidepressants that life began to feel bearable to her. 

When the body senses a stressor or a source of danger, a cascading series of events floods the body with hormones that prepare the body to meet whatever threat is perceived. When a threat is perceived, cells in the hypothalamus excrete two hormones that signal cells in the adrenal medulla and pons to put out a global alarm system. The autonomic nervous system kicks in very rapidly causing the fight or flight response, engaging the sympathetic nervous system and muting the parasympathetic nervous system. This elevates the heart rate and blood pressure, encourages the liver to release sugars into the blood stream to provide extra energy, shuts down the digestive system, preparing the body for any action necessary to avert the danger that the mind detects.Breathing becomes more rapid. Blood is shunted away from extremities causing the skin to sweat.

Children with ASDs have been found to have less activity in the amygdala, well known for its association with the emotion of fear. Social anxiety and the isolation it brings adds to stress levels.

Many children with an ASD find human touch to be uncomfortable and human interaction to be stressful because of language and perception issues. Unfortunately, this can increase stress levels further; long-term isolation is known to cause stress and repetitive behaviors in captive animals. (Mckinney, 1974) Schultz (2005) suggested that the social isolation caused by the effects of autism might cause enough stress to lead to an increase of repetitive, perseverative, and self-injurious behavior, and that this behavior might become part of a compulsory coping mechanism as the child with ASD matures.

Although people with an ASD can find human contact to be overwhelming, they still on some level crave the benefit of human contact. Deep tissue stimulation is extremely relaxing to people with ADHD, ASD, and sensory disorders. Temple Grandin, having observed the way cattle in a restraint system relaxed, created what she called a “squeeze box” that triggers a relaxed state. (Grandin, 1992)

 

Because ASDs are a complex spectrum of disorders, no single intervention can universally ease the stress causing repetitive behaviors. For children who find sensory stimulation to be too intense, earplugs, changes in lighting, clothing that isn’t restrictive or noisy, and simple, uncluttered environments may reduce repetitive or self-injurious behavior. Some studies have indicated that adaptive methods such as Irlen glasses might be beneficial.

For children with high levels of arousal, sensory stimulation/activities such as deep pressure stimulation with massage, joint pressure, weighted vests or blankets, or rolling the child up tightly in a blanket can help to bring down the arousal level.

Providing safe space and limited times for stimming might allow children to release stress caused by their environment. For some, teaching the child how to seek help when they are feeling overwhelmed by demands placed on them might limit tantrums. Exercise is extremely helpful; it provides good proprioceptive feedback as well as a healthy stress release.

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References:

Grandin, T. (1992). Calming effects of deep touch pressure in patients with autistic disorder, college students, and animals. Journal of Child and Adolescent Psychopharmacology.

Mckinney, W. T. (1974). Primate Social Isolation: psychiatric implications. Archives of General Psychiatry, 422-426.

Schultz, R. T. (2005). Developmental deficits in social perception: the role of the amygdala and fusiform face area. International Journal of Developmental Neuroscience, 125-141.