Repetitive Behaviors can be Sensory Seeking Behaviors

Very often children with Autism Spectrum Disorders (ASD) demonstrate repetitive behaviors. To the regular person, repetitive behaviors (such as hand flapping, chewing on shirt sleeve, toe walking, jumping, licking desks  etc.) might appear to be obsessive in nature. But my experience of co-treating with some wonderful Occupational therapists (OTs) has taught me, that many of these rote behaviors actually alleviate their difficulties with sensory regulation.

The brain processes information provided by the sensory systems: touch, kinesthetic, spatial awareness, sight, sound, smell, and the pull of gravity. Sensory integration refers to the manner in which the brain processes, organizes, and interprets information coming from the sensory system. Processing sensory information provides a critical foundation for later, more complex learning and behavior.

In most typically developing children, sensory processing develops during ordinary childhood activities; however, students with ASD often have a variety of sensory impairments. Typical sensory integration deficits include difficulty coordinating gross and fine motor movements, locating their bodies in space, and regulating the level of sensory input. Sensory processing problems negatively impact academic learning, social skills, behavior, and self-esteem.

Students with ASD may exhibit deficits in sensory processing in some or all of these areas:

• Sensitivity or insensitivity to sensory information

• Attention and focus

• Regulation of activity level

• Transitions between activities

• Control of impulses, behavior, and/or fear in dangerous situations

• Fine or gross motor skills, motor planning, or coordination

• Oral motor—may put objects in his/her mouth or may not be able to use a straw

• Recognition of personal space—respecting others’ personal space and/or escalated reaction to purposeful or accidental invasions of their personal space

Movement Activities that Promote Task Engagement and Focus

• Provide opportunities for rhythmic, sustained movement (jumping on a jogging trampoline, marching, or bouncing on a ball) to organize the nervous system.

• Suggest a 5 minute sensory task (swinging or rocking at recess) before seat work.

• Encourage students to hang by their arms on the monkey bars.

• Identify tasks that provide additional opportunities for movement—erasing the blackboard, washing desks, taking and/or retrieving messages.

• Provide a rocking chair in the classroom.

• Use timers for specific tasks to help with timely task completion.