Examination and functional analysis of the restricted and repetitive behaviors of individuals with autism spectrum disorder

This study aimed to examine the restricted and repetitive behaviors of individuals with autism spectrum disorder aged between 3-12, reveal the relationship between the restricted and repetitive behaviors observed in a group of individuals with autism spectrum disorder and the expressive language levels of these individuals, determine the cause of restricted and repetitive behaviors by functional analysis, and reveal the effect of restricted and repetitive behaviors on the participation of these individuals in activities of daily living. Quantitative and qualitative research methods were used together in the study, and thus, the parallel mixed method, one of the mixed research methods, was employed. Three groups of participants were included in the study. The first group included 301 individuals between the ages of 3-12 who continued their preschool, primary and secondary school education, the second group included 10 individuals with autism spectrum disorder, and the third group included primary school teachers of 10 individuals with autism spectrum disorder in the second group. The study data were collected using the Gilliam Autism Rating Scale-2-Turkish Version, Repetitive Behaviors Scale, Premise-Behavior-Consequence Registration Form, Language Sample Analysis Form, Demographic Information Form, Repetitive Behaviors Functional Analysis Evaluation Form, and Interview Form. The data obtained were analyzed by descriptive statistics, the independent sample t-test, ANOVA for independent samples, correlation, language sample analysis, functional analysis and descriptive analysis. The study showed that restricted and repetitive behaviors differed significantly by gender, age, additional disability, health problem, number of siblings, age at diagnosis, duration of receiving special education, and the level of being affected by autism spectrum disorder. Furthermore, according to the language sample analysis, the total number of utterances used and the percentage of utterances understood were significantly lower in individuals with autism spectrum disorder who had high levels of restricted and repetitive behaviors. As a result of the functional analysis, it was concluded that restricted and repetitive behaviors mostly served for escape/avoidance and the functions of drawing attention/interest, leaving alone/ignoring and obtaining objects. Finally, it was revealed that restricted and repetitive behaviors constituted an obstacle for individuals with autism spectrum disorder to exhibit their daily living skills and adversely affected student-teacher-teaching.