In terms of social-emotional development, what behavior might suggest increased anxiety in children with developmental disabilities?

Showcasing withdrawal from social interactions is a significant indicator of increased anxiety in children with developmental disabilities. When a child withdraws, it often suggests they are feeling overwhelmed or fearful in social settings, which can be particularly challenging for those with developmental disabilities who may already struggle with social communication and interaction. This withdrawal can manifest as avoiding eye contact, staying isolated from peers, or showing reluctance to participate in group activities, all of which signal that the child may be experiencing heightened anxiety.

In contrast, behaviors such as excessive confidence in new situations or carefree laughter are typically associated with comfort and ease, rather than anxiety. Being highly engaged in group play indicates a level of social comfort and interaction that opposes the notion of withdrawal and suggests the child is feeling secure in their environment. Thus, withdrawal stands out as a behavior directly linked to anxiety, emphasizing the social-emotional challenges that can arise for children with developmental disabilities.