Types of restricted repetitive behaviours and their correlates in children with autism spectrum disorder: A study from the Kurunegala district, Sri Lanka

Introduction: Autism spectrum disorder (ASD) is diagnosed with impairment in social interactions and communication along with the presence of restricted repetitive behaviour (RRB). These stereotypies can have a significant impact on the quality of life (QoL) of both the affected children and caregivers. Objectives: To characterize RRBs in children with ASD according to the four DSM-5 Section B domains. Specific objectives were to quantify the frequency and severity of RRB, to examine its associations with clinician-rated ASD severity and attention difficulties and to assess its relationships with the functioning of the child health-related QoL, social communication, and parental perceptions regarding the child’s condition and the impact on daily life. Method: A descriptive cross-sectional study was conducted over 6 months at Teaching Hospital Kurunegala. Children diagnosed with ASD and aged 2-17 years were included. Statistical analysis was done using SPSS-25; tests for associations were done via t-test and Pearson’s correlation; significance was set at p-value of 0.05. Results: The study included 94 children with a mean age of 6.62 years and 74.5% were males. The most frequently observed RRB was pacing or moving around repetitively. Mean PedsQL score was 64.55. Moss attention rating scale (MARS) had a mean score of 64.00; 81.1% believed that doctors could help improve their child’s condition. No significant correlation was found between RRB and any component of PedsQL. Physical functioning was significantly associated with social functioning, emotional functioning, and school functioning. Social communication severity score was significantly associated with physical functioning, emotional functioning, and social functioning. Conclusions: The most frequently observed RRB was pacing or moving around repetitively. No significant correlation was found between RRB and any component of PedsQL. Physical functioning was significantly associated with social functioning, emotional functioning, and school functioning. Social communication severity score was significantly associated with physical functioning, emotional functioning, and social functioning.