How to Stop Stimming

Self-stimulatory behavior, otherwise known as stimming, is the repetitive movement of the body or objects to fulfill an underlying need. It is commonly observed in individuals who have autism and other significant developmental disabilities. Stimming can interfere with learning and attention and can be socially inappropriate. However, stopping the behavior is often difficult because it can be rewarding for the individual. Therefore, rather than attempting to eliminate the behavior, identify the cause and consequence and replace a disruptive behavior with something more appropriate.

Instructions

• 1

  Observe the individual when he is stimming. Make a record of what he was doing immediately before the behavior started. Describe the behavior as carefully as possible and also note what happened after the behavior occurred. Collect several examples of different behaviors.

  For example, "Before the behavior: Client was watching TV and a staff member turned it off. Behavior: Client screamed and scratched staff member. Result: TV was turned on again.

• 2

  Review the information collected to identify the function of the behavior. Is the behavior exhibited to gain reward? This may be a sensory need or simply a way to get your attention.

  Is the behavior exhibited to avoid or escape from an activity or situation?

  Is the behavior caused by an unexpected change in routine? Have you been providing the student with an enjoyable activity (such as individual attention) and then withdrawn it?

• 3

  Create a plan to manage the behavior. If the function of the behavior is to gain reward, teach the student to request the items he requires in a more appropriate way, using symbols, signs or speech.

  If the function of the behavior is to meet a sensory need, introduce more appropriate ways to meet that need. For example, if the student flaps his fingers in front of his eyes, he requires visual stimulation. Introduce alternatives such as a visually stimulating computer program or playing with light toys.

  If the function is to avoid or escape a situation, teach the student to request a break from the activity in a calm manner, using symbols, signs or speech.

  If the behavior has been elicited, teach the student visual direction and schedule following "surprise" changes in routines and skills to cope with transitions. Ensure that the student is engaged in functional activities that are meaningful to him because boredom is often a cause of self-stimulation.