• Stereotypy or self stimulatory behavior refers to repetitive body movements or repetitive movement of objects. *These movements are used solely to stimulate one’s own senses.
• This behavior is common in many individuals with developmental disabilities; it appears to be most common in children and adults with autism.
• It is important to note that not all self-injurious behaviors are considered to be self-stimulatory. *Self-injurious behavior can also be communicative.

SYMPTOMS

Symptoms include: gazing at a wall or fixating on an object; repetitive body movements such as rocking back and forth; repetitive movement of objects, such as turning on and off light switches.

Here are some stereotypical stimmingbehaviors.

Visual: Staring at lights or ceiling fans; repetitive blinking; moving fingers in front of the eyes; hand-flapping, gazing at nothing in particular; tracking eyes; peering out of the corners of eyes; lining up objects; turning on and off light switches.

Auditory: Vocalizing in the form of humming, grunting, or high-pitched shrieking; tapping ears or objects; covering and uncovering ears; snapping fingers; making vocal sounds; repeating vocal sequences; repeating portions of videos, books or songs at inappropriate times.

Tactile: Scratching or rubbing the skin with one’s hands or with another object; opening and closing fists; tapping surfaces with fingers.

Vestibular: Rocking front to back; rocking side-to-side; spinning; jumping; pacing.

Taste: Placing body parts or objects in one’s mouth; licking objects.

Smell: Sniffing or smelling people or objects

Possible Replacement Behaviors

Child Has Been Sitting Too Long

Have child request a movement break

Offer alternative seating for the child, such as a chair vs. floor, sitting on a pillow, sitting on a small exercise ball, etc.

Offer child a fidget toy to play with while sitting (something small and non-distracting that can keep his hands busy)

Child is Tired

Offer child a short nap (if possible)

Child is Excited

Replace with clapping hands

Replace with squeezing hands together

Child is Angry/Upset

Replace with squeezing/biting/hitting a pillow

Have child request break/go for a walk

Do Self-Calming Strategies

Child is Flapping/Sensory Input in Fingers

Replace with squeezing hands or pushing hands together

Offer child a stress ball or squeezable toy to play with

Replace with child sitting on hands (to feel that pressure)

Child is Rocking/Sensory Input for Balance and Body

Have your child rock side to side instead of front to back. This looks more like swaying along to music than the traditional rocking. It’s also easier to keep his eyes on the teacher this way.

Offer child a big hug, squeeze him tightly all over his torso to get that pressure

Have child wear a tight vest or shirt. They make special sensory shirts that hug the torso with gentle pressure.

Have your child request a break to go roll on the floor. Or, roll him up in a blanket like a burrito. He may miss a few minutes of whatever you were doing, but it will be worth it if he can focus when he gets back.

Child is Biting Himself/Sensory Input to Mouth

Replace with giving your child something to chew on. They make special jewelry that is designed for children to chew on, even big kids!

Offer your child a bite to eat or a piece of gum.

Offer your child a chewy, sour candy. This can alert the senses in the mouth.

Child is Biting His Arm/Sensory Input to Arm

If your child doesn’t respond to the mouth techniques, maybe he needs the sensory input in his arm. Try teaching him to squeeze his arm in that place or you can do it for him.

Child is Scratching Himself/Needs Deep Pressure Sensory Input

Try offering your child some deep pressure when he does this. That means tight squeezes all over his body. You can also have him lay down and roll a big ball over his body. I’ve even lightly squished a child between two bean bags. Your child will tell you with his actions if he likes it or not. Don’t keep trying something he’s not comfortable with, but one of them may work.