Strategies to Decrease Defensive Responses in Autistic Spectrum Disorder (ASD) Level 3

 

Autistic Spectrum Disorder (ASD) encompasses a wide range of symptoms and levels of support needs. Understanding the significant differences between Level 1, Level 2, and Level 3 ASD is crucial for developing effective strategies to manage defensive responses, particularly in individuals with Level 3 ASD. This blog will delve into strategies tailored for individuals with Level 3 ASD to help decrease defensive responses to perceived or real offensiveness. We will explore various sections and subsections to ensure a comprehensive understanding of this topic.

Understanding ASD Levels

Level 1 ASD

Individuals with Level 1 ASD require minimal support. They may have difficulties with social interactions and exhibit inflexible behaviors but can generally function independently with some support in certain situations (American Psychiatric Association, 2013).

Level 2 ASD

Level 2 ASD requires substantial support. Individuals at this level have more pronounced difficulties in social interactions and exhibit more restrictive and repetitive behaviors, needing more significant assistance to cope with daily activities (American Psychiatric Association, 2013).

Level 3 ASD

Level 3 ASD requires very substantial support. These individuals have severe difficulties with verbal and nonverbal social communication skills, exhibit extreme inflexibility of behavior, and struggle significantly with coping with change. They often depend heavily on caregivers for daily functioning (American Psychiatric Association, 2013).

Defensive Responses in Level 3 ASD

Individuals with Level 3 ASD often exhibit defensive responses due to their heightened sensitivity to sensory stimuli and social interactions. These responses can be triggered by perceived or real offensiveness and may manifest as aggression, withdrawal, or self-injurious behavior (Matson & Shoemaker, 2009). Understanding and addressing these responses is vital for their well-being and those around them.

Strategies to Decrease Defensive Responses

1. Creating a Predictable Environment

A predictable and structured environment can significantly reduce anxiety and defensive responses in individuals with Level 3 ASD (Mesibov, Shea, & Schopler, 2005).

Example: Establishing a consistent daily routine can help individuals know what to expect, reducing the likelihood of defensive reactions to unexpected changes.

Intervention: Use visual schedules and social stories to prepare individuals for transitions and new activities (Gray, 2010).

2. Sensory Regulation

Sensory sensitivities are a common challenge for individuals with Level 3 ASD. Managing sensory input can help reduce defensive responses (Baranek, 2002).

Example: If an individual becomes defensive in noisy environments, providing noise-canceling headphones can help manage their sensory overload.

Intervention: Identify sensory triggers and create a sensory-friendly environment with tools like weighted blankets, fidget toys, and calming spaces (Kinnealey, Oliver, & Wilbarger, 1995).

3. Communication Support

Improving communication skills can help individuals with Level 3 ASD express their needs and reduce frustration leading to defensive responses (Light, Roberts, DiMarco, & Greiner, 1998).

Example: Using augmentative and alternative communication (AAC) devices can help non-verbal individuals communicate effectively.

Intervention: Implement communication systems tailored to the individual's abilities, such as picture exchange communication systems (PECS) or speech-generating devices (Bondy & Frost, 1994).

4. Social Skills Training

Teaching social skills can help individuals with Level 3 ASD navigate social interactions more comfortably, reducing defensive responses to perceived offensiveness (Rao, Beidel, & Murray, 2008).

Example: Role-playing social scenarios can help individuals practice appropriate responses to various situations.

Intervention: Utilize social skills groups and therapy sessions focused on building social understanding and coping mechanisms (Gresham, Sugai, & Horner, 2001).

5. Emotional Regulation Strategies

Helping individuals with Level 3 ASD develop emotional regulation skills can decrease defensive responses (Mazefsky et al., 2013).

Example: Teaching deep breathing exercises or using visual emotion charts can help individuals identify and manage their emotions.

Intervention: Incorporate mindfulness techniques and emotion regulation strategies into daily routines (Spek, van Ham, & Nyklicek, 2013).

6. Positive Behavioral Interventions

Using positive behavioral interventions can reinforce desired behaviors and reduce defensive responses (Horner, Carr, Strain, Todd, & Reed, 2002).

Example: Implementing a reward system for positive social interactions can encourage appropriate responses.

Intervention: Develop individualized behavior intervention plans (BIPs) that focus on positive reinforcement and proactive strategies (O'Neill et al., 1997).

Implementing the Strategies

To effectively implement these strategies, it is essential to involve caregivers, educators, and therapists in a collaborative approach. Regular training and support for caregivers and professionals can ensure consistency and effectiveness in applying these strategies (Koegel, Koegel, & Carter, 1999).

Conclusion

Managing defensive responses in individuals with Level 3 ASD requires a comprehensive and tailored approach. By creating a predictable environment, addressing sensory needs, improving communication, teaching social skills, developing emotional regulation strategies, and using positive behavioral interventions, we can help individuals with Level 3 ASD navigate their world more comfortably and reduce defensive reactions to perceived or real offensiveness.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397-422.

Bondy, A., & Frost, L. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9(3), 1-19.

Gray, C. (2010). The new social story book. Future Horizons.

Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344.

Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423-446.

Kinnealey, M., Oliver, B., & Wilbarger, P. (1995). A phenomenological study of sensory defensiveness in adults. American Journal of Occupational Therapy, 49(5), 444-451.

Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576-594.

Light, J., Roberts, B., DiMarco, R., & Greiner, N. (1998). Augmentative and alternative communication to support receptive and expressive communication for people with autism. Journal of Communication Disorders, 31(2), 153-180.

Matson, J. L., & Shoemaker, M. (2009). Intellectual disability and its relationship to autism spectrum disorders. Research in Developmental Disabilities, 30(6), 1107-1114.

Mazefsky, C. A., Borue, X., Day, T. N., & Minshew, N. J. (2013). Emotion regulation strategies in adolescents and adults with autism spectrum disorder. Autism, 18(3), 254-264.

Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. Springer.

O'Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1997). Functional assessment and program development for problem behavior: A practical handbook. Cengage Learning.

Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger's syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361.

Spek, A. A., van Ham, N. C., & Nyklicek, I. (2013). Mindfulness-based therapy in adults with an autism spectrum disorder: A randomized controlled trial. Research in Developmental Disabilities, 34(1), 246-253.