Effects of Environmental Stimulation on Behavior as a Function of Type of Behavior Disorder

Abstract

Treatment for disordered child behavior has neglected investigations of antecedent stimuli by focusing almost exclusively on behavioral consequences. However, the study of antecedent stimuli (e.g., environmental stimulation) may provide not only a behavioral means of investigating the biological basis of disordered behavior, but also an understanding of children's attempts to mediate biological differences (e.g., in arousal) with environmental conditions, through the use of specific “disordered” behavior patterns. A heightened readiness to approach environmental stimulation (seen in hyperactive and aggressive children) or avoid it (seen in autistic, anxious, or withdrawn children) appears to: (1) directly control the amount of stimulus input, (2) moderate the effectiveness of behavioral consequences, and (3) facilitate the development of different attentional, perceptual-motor, and cognitive skills in these two groups of children. Behavioral and learning characteristics, as well as treatment findings and implications, are reviewed and related to a theoretical model of optimal stimulation.