Is Stubbornness an Autism Trait ?

Managing stubbornness in children with autism requires a nuanced understanding of their unique needs and behaviours.

The term "stubbornness" often carries negative connotations, implying willful defiance or inflexibility. While it's true that some individuals with ASD may exhibit behaviours that could be perceived as stubborn, it's important to consider the underlying factors and avoid generalisations.

One common misconception is that individuals with ASD are inherently stubborn. However, the reality is more nuanced. The behaviours attributed to stubbornness are often rooted in other aspects of the condition, such as sensory sensitivities, communication difficulties, a need for predictability, or a strong desire for routine.

A Need for Predictability

One of the core characteristics of autism is a preference for routine and sameness. Many individuals with autism find comfort in predictable environments and may become distressed when routines are disrupted. This can manifest as resistance to change, which might be misinterpreted as stubbornness by others. For example, a child with autism may refuse to take a different route to school because the familiar route provides a sense of security and control over their environment.

This resistance is not a matter of choice, but rather a coping mechanism for managing anxiety and uncertainty. Individuals with autism often struggle with flexibility in thinking, which can make it difficult for them to adapt to new situations or changes. The rigidity of thought and behaviour seen in autism is a protective strategy rather than a deliberate act of defiance.

Communication Challenges

Communication difficulties are another hallmark of autism. Individuals with autism may struggle to express their needs, wants, and emotions effectively. This can lead to frustration and behaviours that might be seen as stubbornness. For example, a person with autism might refuse to engage in a conversation or activity because they lack the necessary language skills to express their discomfort or confusion. 

Non-verbal communication challenges, such as difficulty understanding social cues, can also contribute to misunderstandings. What may seem like stubbornness to others could be an inability to comprehend what is being asked of them or a difficulty in processing verbal instructions.

Sensory Sensitivities

Sensory processing differences are common in individuals with autism. They may be hypersensitive or hyposensitive to sensory stimuli such as noise, light, touch, or smells. What may appear as stubbornness could actually be a response to overwhelming sensory input. For instance, a child with autism might refuse to wear a particular type of clothing not out of stubbornness, but because the texture is uncomfortable or even painful for them. Similarly, avoiding crowded places could be a response to sensory overload rather than a refusal to cooperate.

Understanding sensory sensitivities helps in recognizing that behaviours interpreted as stubbornness might be attempts to avoid discomfort or distress rather than intentional defiance.

Resistance to Shifting Attention

One of the challenges that individuals with autism might face is the difficulty in shifting their attention away from their areas of interest. This resistance can sometimes be perceived as stubbornness, but it is often rooted in the need for consistency and predictability. Transitions, whether they are physical (moving from one activity to another) or cognitive (shifting focus from one topic to another), can be particularly challenging for individuals with autism. Their brains may require more time and effort to disengage from a preferred activity and engage with something new.

Management Tips

It’s essential to tailor communication to the child’s needs and abilities. For some children, verbal communication may be effective, while others might benefit from visual aids, sign language, or communication devices.

• Use clear, simple language: Ensure that instructions or requests are concise and easy to understand. Avoid using complex language or figurative speech that could confuse the child.

• Encourage alternative forms of expression: If verbal communication is difficult, encourage the use of pictures, gestures, or technology to express needs or feelings. This can help reduce confusion stemming from communication barriers.

By offering choices, you empower the child to make decisions, reducing the likelihood of oppositional behaviour.

• Present limited options: Too many choices can be overwhelming, so it’s best to offer a couple of options. For example, instead of asking, "What do you want to do today?" you might ask, "Would you like to play with blocks or read a book?"

When children feel understood and acknowledged, they are more likely to cooperate.

• Acknowledge emotions: If a child is upset, stubborn, or resistant, acknowledge their feelings before addressing the behaviour. For example, saying, "I see that you’re feeling frustrated," can help the child feel understood.

• Provide reassurance: Let the child know that their feelings are okay, even if their behaviour needs to change. Reassuring them that it’s normal to feel upset or frustrated can reduce emotional intensity and make them more receptive to guidance.

In conclusion, while some individuals with ASD may exhibit behaviours that could be interpreted as stubborn, it's important to consider the underlying factors and avoid generalisations. By understanding the complexities of autism and the challenges faced by individuals on the spectrum, we can foster a more compassionate and inclusive environment.

Written by: Sharon

References

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Kanner, L. (1943). Autistic Disturbances of Affective Contact. Nervous Child, 2, 217-250.

Klin, A., Danovitch, J. H., Merz, A. B., & Volkmar, F. R. (2007). Circumscribed interests in higher functioning individuals with autism spectrum disorders: An exploratory study. Research and Practice for Persons with Severe Disabilities, 32(2), 89-100.

Leekam, S., Prior, M., & Uljarevic, M. (2011). Restricted and Repetitive Behaviours in Autism Spectrum Disorders: A Review of Research in the Last Decade. Psychological Bulletin, 137(4), 562-593.

Siegel, B. (1996). The World of the Autistic Child: Understanding and Treating Autistic Spectrum Disorders. Oxford University Press.

Hookway, J. (2024, January 4). Autism & Stubbornness – Strategies for Navigating Challenges with Grace [Blog article]. Brainwave Watch. https://brainwave.watch/autism-stubbornness/