“Repetitive and restrictive interests and behaviors encompass qualitative deficits in a variety of behaviors such as repetitive or stereotyped movements, inflexible routines, intense interests, or preoccupation with parts of objects.”
children appear physically normal but exhibit odd repetitive movements
ask same questions repeatedly or discuss only the topic that interests them
preoccupation with parts of objects or sensory interests (watching ceiling fan,
turning on and off lights, chewing cords, spinning wheels, lining up toys in a particular way)
- inflexible and rigid when adhering to routines at school and home
- changes in routines or transitions are prone to tantrums or refusal to take part in the change
- stereotyped whole-body movements or motor movements (finger flicking, arm flapping, running aimlessly, walking on tiptoes, etc
- restricted topics, items, hobbies that a child may be enamored with or interested in learning about
What is stimming?
Why do people engage in repetitive behaviour? sensory input (seeking stimulation aka stimming), sensory output (focusing on one sound to reduce other sounds), block out stress and anxiety, enjoyment
How to help: If the obsession, repetitive behaviour or routine is not harmful or distracting, there is no need to change it. However, if it is harmful or gets in the way of learning, a career, etc. it may need to be modified
Ask: what is the function of the behavior? Is it to block out noise?
Modify the environment - if the lights are too bright and causing discomfort in a classroom, take a strip out. Reduce bright colours and clutter on walls to minimize distractions. Keep toys and class materials organized and in closed bins.
If a student is seeking sensory input, add a way for student to achieve this for instance through sensory tools like wobble stools, fidget spinners, resistance bands on chair legs, etc.
Image retrieved from Understood.org
Structured environment -use a timer, visual schedule, plan for transitions, social story
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| Image retrieved from Allen et al, 2004, p. 18 |
-Develop strategies to manage anxiety
-Intervene early -harder to break the longer they go on for
Set boundaries: If behavior isn’t appropriate in one place, allow a certain amount of time for it to take place or allow it in a certain area like a different room.
Provide alternatives - rocks and sways ->sensory swing; smears poo -> bag with dough in it; flicks fingers for visual stimulation -> kaleidoscope
Support Skill Development
Teaching social skills, how to start a conversation, appropriate topics of conversation, and non-verbal cues (facial expressions) may help someone develop confidence so they don’t need to rely on their special interest.
Self-regulation
-teach strategies
-abstract ideas like emotions into concrete scales -emotion thermometer or 5 point scale
Leverage Passions - “increase a person's skills and areas of interest, promote self-esteem, and support socializing. Obsessions can be developed into something more functional.”
Consider your relationships with people with ASD.
When you see repetitive behaviours, do you
- think of it as perseverative behaviour and use behavioural techniques (rewards, consequences) and “extinguish” it?
- believe it is self-calming and use sensory integration techniques to help the individual self-regulate?
- see it as part of a real interest and try to use it to further build relationship and develop social skills?
When the repetitive behavior isn’t dangerous or disruptive, then I don’t bother trying to eliminate it. However, when it becomes one of those things, I have had to use consequences. For instance, my student has been repeatedly asked not to play with the front door of the school. She was slamming it which could cause her or a peer to get injured. We created a social story and used times outs to curb this behavior.
I didn’t know that some types of behavior were self-soothing until I watched a youtube video about stimming, which I shared above. I now understand where it stems from and that it can be a calming technique. I would hope to learn how to support students by helping them meet their sensory needs in safe and undisruptive ways.
I have met one student with autism who was really fond of dinosaurs. Occasionally, he would wander into my room and I’d pass him a few dinosaur books. The student I have now doesn’t appear to have any special interests. I’d love to know if she did so that I could leverage them and help her use it to make connections with peers.
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