Effects of Risperidone in Children with Autism Spectrum Disorder: A Retrospective Study

Abstract

Background: Autism spectrum disorder (ASD) is a complex neurodevelopmental condition associated with various cognitive and behavioral impairments that can significantly affect daily functioning and quality of life. Affected children often receive combined rehabilitative and pharmacological interventions to address their diverse needs, including therapies aimed at improving social skills, communication, and adaptive behaviors. This retrospective study compares communication abilities and disruptive behaviors in children with ASD treated with risperidone (RIS) versus those without pharmacological treatment, shedding light on the potential benefits and drawbacks of medication in this population. Understanding these dynamics is crucial for developing effective treatment strategies that can enhance the overall well-being of children with ASD. Objectives: This study constitutes a retrospective investigation designed to assess the impact of the medication RIS on the enhancement of communication skills and the reduction of disruptive behaviors. Methods: In this retrospective study, 80 participants aged 4 to 13 years were categorized into two equal groups: Forty children diagnosed with ASD who had received RIS group and 40 who had not received any pharmacological treatment (non-RIS group). Participants were assessed at a rehabilitation center in Tehran using the Children’s Communication Checklist (CCC) and the Aberrant Behavior Checklist (ABC). Data were analyzed using SPSS version 20. Independent samples t-tests were conducted to compare group differences, and Pearson correlation analyses were used to explore associations between communication and behavioral variables. Results: Children in the RIS group demonstrated significantly lower levels of disruptive behaviors compared to the non-RIS group (P < 0.05). Communication skills scores were also significantly higher in the RIS group (P < 0.05). Subscale analysis supported these group-level differences. A moderate, non-significant inverse relationship was observed between communication and behavioral scores. Conclusions: This study highlights the beneficial effects of RIS in children with ASD, particularly in enhancing communication skills and mitigating disruptive behaviors. Findings have clinical relevance for ASD rehabilitation professionals.