Movement, especially jumping up and down as on a trampoline.ĭepriving a person of these things or preventing them from intense repetitive behavior may increase anxiety, depression, and even cause separation anxiety. For instance, SIRS activity is characterized by fascination with, or craving of, sensory stimulation such as with flickering lights or rubbing textures. (2014) say that within each sensory pattern there are underlying concepts. (Picture showing boy exhibiting Repetitive Behavior)Īusderau, et al. Likewise, practitioners are advised in this study, to assess SIRS using a combination of parent report and observed clinical measures and to use appropriate interventions in the child’s natural environments (e.g., home, school) to optimize occupational performance and participation. In fact, the literature has reflected considerable disagreement about the theorized direction of association. Another question not fully answered in the literature concerns the degree to which SIRS may be associated with specific emotional or affective states. know that the diagnostic specificity and developmental course of SIRS are not well understood. Included in possible Developmental Disability causing conditions are maternal infections, pre-natal complications, birth trauma, infant chemical exposure as well as Autism, Fragile ‘X’ Syndrome, and Down Syndrome.
Attention Deficit Hyperactivity Disorder (ADHD).While, CDC Staff Writer (2020) defines those diagnosed with Developmental Disabilities (DD) as a group of lifelong conditions due to impairment in physical, learning, language, or behavior areas. But, having a ‘Developmental Disability’ alone does not mean that this person also has autism although co-morbidity is possible. Sometimes persons with autism also have additional disabilities, such as Attention Deficit Hyperactivity Disorder (ADHD), Hearing and/or Vision Impairment, Learning Disability, or Intellectual Disability. Thus, they are allowed chances to practice and build on their skills, with less interference from distracting sensory responses. They found that those in the autism population who are older and higher functioning, will have increased opportunities to engage in activities, at school and in the community. Concluding that children with ASD are most likely to have cascading effects from SIRS, which effects overall the developmental skills and can compound and perpetuate skill and activity limitation. That they are participating less frequently and with less variety than children with developmental disabilities or those who are considered to be ‘typical’ developmentally. Thus, children are engaging in SIRS more than participating in life fulfilling activities. (2015) believe that SIRS, sensory interests, repetitions, and seeking behaviors are response patterns mostly allow for solitary activity with the autistic. These sensory behaviors involve unusual actions that intensify or reinforce a sensory experience. (2014) say that Sensory Interests, Repetitions, and Seeking behaviors (SIRS) are common among children with Autism Spectrum Disorder (ASD) and other developmental disabilities (DD).
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