Interfering Stereotypy
Understanding and supporting motor and vocal stereotypy, or stimming, when it interferes with learning, in individuals with autism, an intellectual disability, or other developmental disabilities.
What Is Stereotypy?
People with autism, an intellectual disability, or other developmental disabilities often engage in repetitive acts that were historically dismissed as behaviors that serve no purpose. These repetitive acts are collectively referred to as stereotypy. What stereotypy looks like varies from person to person; it can include repetitive movements, movements with objects, words, or vocal sounds. A repeated action performed consistently over time is what defines the category.
These types of behaviors are sometimes called stimming, short for self-stimulatory behavior. Many autistic self-advocates use the term stimming. Both "stimming" and "stereotypy" refer to the same patterns of behavior.
Common Types of Stereotypy
Stereotypy can take many forms, and most fall into one of two broad categories.
Motor Stereotypies
Motor stereotypies involve repetitive movement such as hand-flapping, rocking, spinning, or repetitive finger movements. These behaviors can occur in brief bursts or persist for extended periods, and may increase during times of excitement, stress, or understimulation.
Vocal Stereotypy
Vocal stereotypy involves repetitive sounds, words, or phrases, including echolalia (repeating words or phrases heard elsewhere) and other forms of vocal scripting. Like motor stereotypy, it can serve a variety of purposes depending on the individual and the context in which it occurs.
Stereotypy vs. Stimming
The term stimming is often used outside of clinical settings, while stereotypy is often the term used in research and clinical settings. The difference is largely one of context and audience rather than definition. Familiarity with both terms is helpful for professionals working in the autism field, since families, educators, and clinicians may use different language to describe the same behavior.
FTF's Approach: Balancing Freedom and Learning
FTF Consultants can help your team design and implement effective teaching programs for addressing behavioral stereotypy when it interferes with learning, in a way that respects the purposes stereotypy serves for the individual. Our approach balances an individual's freedom to engage in stereotypy with an educator's or therapist's obligation to help that individual make progress with other goals as well.
Some may view any intervention for stereotypy as unnecessary or even harmful. Some autistic individuals report that stimming helps regulate their emotions and view it as a positive. However, there are situations in which an individual engages in stereotypy that is so pervasive that it prevents them from engaging in other important activities. It is in those situations that a teaching program can be useful, not to eliminate all stereotypy, but rather to teach the individual to balance stereotypy and other activities.
Who Is Affected
Stereotypy is most commonly associated with autism, but people with an intellectual disability or other developmental disability may also engage in stereotypy. In fact, if you pay attention, you'll notice that some people without a disability engage in stereotypy as well.
How FTF Assesses and Treats Stereotypy
FTF Consultants are experienced in assessing and treating stereotypy. Our ABA approach doesn't aim to eliminate stereotypy outright; treatment focuses instead on the specific situations in which stereotypy demonstrably interferes with other tasks and on the versions of stereotypy that are most interfering. The program also involves ensuring that the individual has time for stereotypy. Again, the goal is balance.
Our Three-Step Process
FTF builds capacity in others to implement an efficient model of assessment and treatment through a three-step process: training, synchronous implementation support, and asynchronous support.
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Step 1: Training
The first step is training, usually completed through FTF's 3-credit on-demand course.
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Step 2: Synchronous Implementation Support
FTF Consultants guide your team through designing the assessment and treatment process for your clients or students. Consultants then provide live, real-time support via videoconference while your staff implement the assessment and begin treatment.
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Step 3: Asynchronous Support
From there, support continues through weekly consultation via video conferencing. Your team shares data, notes, and video clips of treatment with the FTF Consultant, who helps your team problem-solve and make adjustments based on client or student performance. This is a supportive and collaborative professional learning experience that increases your team's confidence and skill.
Frequently Asked Questions
Is stimming the same as stereotypy?
Yes, usually these terms refer to the same types of behavior. Which term is used depends on the speaker's background and preference, and the wording their audience is familiar with.
Does all stereotypy need treatment?
No. FTF's approach is built around balancing an individual's freedom to engage in stereotypy with the goal of building skills, not eliminating the behavior outright.
Is stereotypy exclusive to autism?
No. It's commonly associated with autism, but people with other or no diagnosis may also engage in stereotypy.
Can stereotypy increase during stress or excitement?
Yes. Many forms of stereotypy become more frequent during high-stress, high-excitement, or low-stimulation periods.
Get Support / Work With FTF
Whether you're a school looking to support a student whose stimming is interfering with academic tasks or a clinic looking to build internal capacity for addressing these issues, FTF can help your team do it well. Start with our 3-credit on-demand course or get in touch to talk through your organization's needs.
Tell Us How We Can Help
To help us design an organizational training, provide on-site implementation support for your staff, and schedule follow-up video conferencing, tell us about you, your organization, and your goals.
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