Embracing the Rhythm: Understanding and Supporting Stimming in Autism

Recently, when discussing a parent’s concerns about his son’s stimming. Stimming, which is short for self-stimulatory behavior, refers to repetitive body movements or sounds, such as hand-flapping or other repetitive hand movements, rocking, tapping, spinning, or vocalizations, such as humming or repetitive sounds or phrases.

What is stimming?

Stimming is a common action exhibited in individuals with autism spectrum disorder (ASD) or other developmental disabilities used for self-soothing or stimulation.

The parent shared a story of a day when he took his son to the pool. While they were there, his son was stimming in the water and a couple started talking badly about his son and how much this angered him. In sharing his feelings, he offered me an insight that deeply resonated with me. He said to me, “I don’t know why people are so freaked out by stimming. We all do it. Don’t you shake your knee or tap your pencil on your desk? I mean, that is a stim too. It’s just not as noticeable as what my son might do.”

I had never considered stimming in that way, but it completely changed my view on it. Stimming is very normal and even soothing to our students. It is generally considered a normal part of the neurodiversity of individuals with ASD and is often managed through strategies that focus on understanding and supporting the individual’s needs rather than eliminating the behavior entirely.

Supporting our students who stim

For each of my students who have a specific stim, the first step that I take is to decipher the purpose or function of that stim. Stimming can provide sensory input, help manage emotions, and serve as a form of self-expression. Recognizing this, our approach as educators and caregivers should be one of support and accommodation rather than suppression.

When we observe stimming in our students with ASD, it’s crucial to look beyond the behavior itself and understand what it signifies for the individual. Is it a way for them to self-soothe in a stressful environment? Does it help them concentrate during a challenging task? By answering these questions, we can better support our students’ needs and create an inclusive and understanding learning environment.

For example, this past school year, I had a student who tapped his fingers on the desk while working and another who hummed consistently while engaging in different daily tasks. I recognized that these stims supported the students in their ability to focus and soothed the anxiety that many of them felt while doing a non-preferred task. In addition, I had many students who would repeat phrases from their favorite TV shows. Often, I noticed this comforted the students and helped ease their anxieties. As a teacher, if the stim is not hurting the child and not stopping the child from achieving their goals, it is unnecessary to modify or extinguish the behavior. 

Managing Stimming with Students

Strategies to manage stimming should focus on understanding and addressing the underlying causes. For instance, if a student is stimming due to sensory overload, we can look at ways to modify the environment to reduce sensory input. For example, I had a student who would repeatedly hit their head with their hand if they were overstimulated. This stim needed to be managed as it was harming the student physically.

Along with the physical therapist, we decided to have the student wear noise-reducing headphones throughout the school day. These did not block out sound completely, but just slightly reduced the sound he heard around him while also giving him pressure on his ears, which he enjoyed, as well as creating a barrier for his hand when he went to hit his head. These headphones worked so well for the student that he eliminated them. In my classroom, I am always working to introduce alternative self-regulation techniques during the first week of school to support students in aiding their anxiety. This is another beneficial strategy that I use in supporting students to manage their stress and, in turn, manage stims that are due to that anxiety. I do this by incorporating deep breathing exercises into the daily routine, providing access to fidget toys, or incorporating regular whole-body sensory breaks into the daily schedule. The goal is not to eliminate stimming but to ensure that the student feels supported and understood.

Acceptance and Visibility

Education and awareness among peers and staff are crucial to managing stimming behaviors. When peers understand why a student might engage in certain behaviors, it fosters a more accepting and supportive environment. As someone who has spent every day with Students with autism for over half a decade now, I often forget how our students are still not fully accepted and are discriminated against very regularly. I am reminded of this often by little moments such as when others make little comments such as “what do your kids learn during the day?” or when a new volunteer comes into my room and asks, “why is she making those sounds?”, or the story that the parent shared with me about how his son was treated at the pool.

These reactions happen because, throughout history, students with disabilities have not been included enough in classrooms, workplaces, and communities. Only in the past few decades have special education classrooms been included in general public school buildings. Classroom discussions about neurodiversity, empathy, and respect can go a long way in building a compassionate community within the school building. This past school year, I partnered with a general education class as our “buddy class.”

Buddy Class: A Way to Bring Acceptance

We would eat lunch and have recess with our buddy class and have weekly Social Emotional Learning lessons with them where we talked about bullying, our emotions, and school safety. We would also get together to play games. At the beginning of the year, many of the general education students were thrown off by some of the student’s stims, but the students would ask questions, and I would be open to answering those questions. By the end of the year, our buddy class would be begging their teacher to send them to my room. They loved my students and wanted to spend as much time with them as possible. 

Training staff on recognizing and responding to stimming can also ensure that responses are consistent and supportive. Throughout my years of teaching, I have found that many general education teachers do not know what special educators do. During my time as a student teacher, I spent three months learning from a general educator and then the next three months learning from a special educator. It was during my three months of being mentored by a special educator that I fell in love with special education.

Before those three months, I had always thought I would teach general education, but my experience during that time completely changed my mind. I loved looking at my students’ Individualized Education Programs (IEPs) and finding targeted lessons and strategies to help them meet their goals. I loved working with kids one-on-one or in small groups because I felt I could really tailor lessons to their interests and make their learning engaging. I loved tracking their data, seeing my students improve, and finding strategies to support them in areas where I didn’t see enough progress. A comment from my previous general education mentor shocked me during my three months of student teaching in special education.

One day, she saw me in the hallway and asked, “So, does your mentor teacher even teach, or is she just sitting there all day?” By no means am I saying anything negative about general educators? I have known incredible general educators throughout my career who have taken the time to get to know all different types of learners and who have had immense respect for special educators. However, the general educator who asked me that question did not have the knowledge that educators should have about what special educators do. In reality, special educators have an incredibly demanding job. We are constantly assessing the specific needs of our students and ensuring they meet their goals in various academic, behavioral, social, and functional areas.

The Benefits of Training

Training could include providing all general and special education teachers with research-based professional development time to train them on the latest strategies and tools for supporting students with disabilities. This might involve workshops, seminars, or even collaborative planning sessions where general and special educators can share insights and develop integrated lesson plans based on specific students’ needs and IEP goals in their classes. Additionally, creating opportunities for teachers to observe special education classrooms and vice versa can foster mutual understanding and respect.

Implementing these training programs not only equips staff with the necessary skills to support students with autism but also promotes a culture of inclusivity and acceptance within the school. When all educators are on the same page regarding the needs and strengths of students with disabilities, it leads to a more cohesive and supportive educational environment. By fostering empathy, providing proper training, and encouraging collaboration between general and special educators, we can ensure that all students, regardless of their abilities, receive the education and respect they deserve.

Conclusion

Understanding and supporting stimming behaviors in students with autism is essential for fostering an inclusive and empathetic educational environment. By recognizing the purpose and function of stimming, we as educators can create strategies that cater to the individual needs of each of our students, ensuring their comfort and success. Education and awareness among peers and staff are crucial in building a supportive community that values neurodiversity.

Through collaborative efforts, targeted training, and open dialogue, we can bridge the gap between general and special education, dispel misconceptions, and promote a culture of acceptance. As we continue to advocate for our students, we must remember the importance of empathy, understanding, and respect in shaping a better future for all learners. Together, we can create an educational landscape where students feel valued, supported, and empowered to reach their full potential.