Family Role for modifying stereotypical movements in children

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Family Role for modifying stereotypical movements in children

The expression of stereotypical movements Disorder was first to use in the early of 1990s when it was treated as a psychosis when it was considered as psychotic symptoms of the Pathological case.

Family Role for modifying stereotypical movements in children

Hence, it had been treated as Psychological and Nervousness Disorders’ Symptoms, or it could be for unknown, these movements include:

  • Hitting his head, Onicophagia, Thumb-sucking, fluttering hands, shaking or biting his body, Brycomania, Breath holding.

Family Role for modifying stereotypical movements in children

Over the past 20 years the stereotypical movements Disorder definition changed, today we use it in actions that cause physical harm, or severe impact on the child’s usual activities.

Also, we must act with the stereotypical movements Disorder (SMD) as an independent disorder, which is separated from the Psychological conditions such as Anxiety neurosis, or any general health circumstances any person can pass with, or even considered as side effects of a remedy.

So it should be described separated away of all of these conditions ” Family Role “.

The stereotypical Movements Disorder may reveal with all people, various ages including children and teenagers. One may have one or more stereotypical movements; it could be slow and simple, or quick and severe.

It is also increased when one feels bored, tension, and frustration. These movements seem to be self-motivation, and sometimes it gets happiness, but the main reasons for these movements still unknown.

Family Role

The Stereotypical Movements are more common among infants and young children, studies reported that 15 – 20% of infants who are under three years, practice these kinds of stereotypical and rhythmic movements, as finger-sucking and shaking their bodies which considered as relaxing mechanisms in such this early age, and it is doubtless is a temporary stereotypical movements.

All of this usually stops at the child’s third or fourth age, and it is totally different from the Stereotypical Movements Disorder, or the Stereotypical Movements that is common between the Autism Children.

Reasons and Symptoms: Family Role
These Stereotypical Movements may be a result of:

  • Sensorial privation as Visual or auditory impairment.
  • Cerebral diseases as epilepsy and infection.
  • Drug abuse.
  • Major Psychological disorders as Anxiety, Obsessive – compulsive, Autism, and Mental Disorders.

The Stereotypical Movements Circulation:

The Stereotypical Movements Disorder is highly connected with the deep and serious Mental Disabilities, especially the people who are housed in domestic institutions; those may be destitute of the sensory stimuli.

It is reported that 2-3% of people who has Mental Disabilities are suffering from the Stereotypical Movements Disorders, while 25% of those mentally handicapped, who are annexes in housing establishments, have this kind of Disorders, also 60% of the hard mental Handicapped people, and 15% of them shows self-harm behaviors.

The Stereotypical Movements is widely spread among children who have pervasive developmental disorders, like Autism, Childhood Relapse Disorder, and Asperger’s Disorder.

This can be noticed with children who have Tourette’s Disorder; as it is reported that 5% of children practicing the head-beating behavior; while male children practice it three times more than female children; although the other Stereotypical Movements are equally prevalent among males and females.

Regardless of the association between these Stereotypical behaviors and the psychological diseases, some people who have natural intelligence, and can sufficiently take care of themselves; have some kind of the Stereotypical Movements Disorder.

Behavior Modification ” Family Role “

The Stereotypical Movements Modification Program based on the behavioral modification; which makes the child enjoyed, using another behavior that makes him alike enjoyed when he/ she practice it.

As an example: when the Autism child knit a stranger’s arm in order to feel happy and get enjoyed as a result of the physical contact, parents can get him some of the different materials, so that the child can touch the one that makes him feel happy and brings the same relaxing feeling. They also can make a small pillow of this material for the child, or even a blanket to use it in the proper time.

If the child gets relaxed of beating his head; then parents can use different techniques to relax him like wrapping his head with some cloth that will let him have the needed joyful feeling, without hitting his head.

Or they can simply try other activity that will make him happier to avoid hitting his head. But we must take into consideration that the same behavior can be a way to express his distress and his anger.

So, the child should allow engaging some activities that would relax him without harming himself or others.

stereotypical movements disorder

Non-purposed movements’ redirecting:

Parents can append the child to a useful activity, to be the intentioned behavior, for example:

  • if the child wiggling his fingers before his eyes, you can imitate him and say:
    “I see you, yeah here you are”; while you peek behind your fingers like you play with him, then hold his fingers and play with them gently before his face; and say him: “do you see me?”.
  • The child was wrapping around himself or around something in a non-purposeful way; ask to play with him; then you can hold his hands and let him wraps around you and wrap with him; while you sing a song he loves or a song which is related to this situation.
  • So If the child jumps up; you can say him: “I’m jumping more than you” then you start jumping with him.
  • If the child opens and closes the door frequently; you can hide behind the door then wait for him to open it to surprise him and laugh with him; or make a certain movement like smiling; so you play with him and make him feel joyful.
    That may be strange for parents, at the beginning; but here we are trying to get the child out of the lack of motor behavior’s awareness, into a purposeful activity;  note that playing itself is a purposeful activity; as it helps the child to restore the sense of order and control.

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