Educational management of self-injurious behavior.

Abstract

This paper is part of a special section, on 'self-injurious behavior and autism'. Its focus is on the educational management of self-injurious behavior. The author describes, discusses and proposes an empirical methodology that may guide professionals in the description, analysis and monitoring of self-injurious behaviors in autism. A number of detailed case studies (guided by a seven-step intervention model) show that by teaching new competencies that override the needs expressed by challenging behaviors, patients with autism and self-injurious behavior may develop and affirm a better self-regulation of their lives.