Stimming, short for self-stimulatory behavior, refers to repetitive movements, sounds, or actions, often observed in individuals with neurodevelopmental disorders like autism.

These behaviors can vary greatly and serve different purposes, such as self-regulation, sensory processing, or communication.

Different Types of Stimming Special Ed Teachers Should Know About

1. Visual Stimming

Visual stimming involves repetitive actions that engage the eyes or focus on visual stimuli.

Individuals may seek out specific visual patterns or movements to soothe themselves or to find sensory satisfaction.

A student might repeatedly stare at flickering lights, blink rapidly, or watch objects like fans or tops spin in circles. Similarly, a child might move their fingers in front of their eyes to create a pattern of light and shadow.

2. Auditory Stimming

Auditory stimming involves repetitive sounds or vocalizations.

In this case, special needs children often create sounds or seek out specific noises they find comforting or stimulating.

For example, a child might ‘hum’ the same tune repeatedly, snap their fingers near their ears, or continuously listen to the same sound or song.

Some individuals make clicking noises or tap objects to hear the sound they produce.

3. Tactile Stimming

It involves repetitive touching, rubbing, or interacting with various textures. Special needs students engage in this type of stimming to concentrate on tactile sensations that make them feel grounded or calm.

A student might repeatedly rub their hands together, feel certain fabrics, or constantly play with their fingers.

Others may find comfort in repeatedly rubbing a soft blanket against their skin or scratching a specific area.

4. Vestibular Stimming

Vestibular stimming is related to movement and balance. It often involves repetitive motions that help individuals manage their sensory needs or emotions.

Common behaviors include rocking back and forth while sitting, spinning in circles, or bouncing on a chair. Students might also sway side to side while standing or jump up and down in place.

5. Olfactory and Gustatory Stimming

This type of stimming involves the senses of smell (olfactory) and taste (gustatory).

In this case, some children in your special ed classroom might engage in repetitive behaviors to experience certain scents or flavors they find appealing or comforting.

A child might repeatedly sniff the same object, such as a toy or a piece of clothing, or lick objects to experience their taste.

Others may be drawn to certain smells like perfume, food, or cleaning products, and seek them out frequently.

6. Proprioceptive Stimming

Proprioceptive stimming relates to the body’s awareness of its position and movement in space. This form of stimming often involves actions that provide sensory feedback about the body’s placement or movement.

Children may engage in repetitive behaviors like pacing back and forth, flapping their hands, or jumping.

They might also press their body against a wall or repeatedly push against surfaces to feel pressure and resistance.

Reasons for Stimming in Special Needs Students

• Self-Regulation: Stimming can help individuals regulate their emotions, particularly in overwhelming or stressful situations.
• Sensory Input: Some children engage in stimming to seek sensory input or block out excessive sensory information.
• Communication: For some students, stimming may serve as a form of communication, indicating boredom, frustration, or even happiness.
• Routine and Predictability: Repetitive behaviors can provide a sense of routine and predictability, especially for those who struggle with changes or transitions.
• Pleasure: Stimming may be naturally rewarding; it may offer a sense of comfort or enjoyment.

How Does Stimming Get Triggered?

Stimming can be triggered by various factors, often related to an individual's environment or emotional state.

Common triggers include:

• Sensory Overload: Environments with loud noises, bright lights, or strong smells can lead to sensory overload and trigger stimming.
• Emotional Responses: Intense emotions, both positive and negative, often trigger stimming. Common emotional triggers include excitement, anxiety, frustration, and fear.
• Boredom: When an individual is under-stimulated or bored, they might engage in stimming to occupy themselves or to self-stimulate.
• Transitions: Changes in classroom routine or unexpected transitions can cause anxiety, which can lead to increased stimming as a way to manage stress.
• Physical Discomfort: Physical discomfort or pain, such as hunger, fatigue, or illness, can also trigger stimming.

How Do I Support a Child Who Stims?

1. Create a Sensory-Friendly Environment

In a busy classroom, noise levels can sometimes be overwhelming for students sensitive to sound.

You can create a quieter environment by adding rugs to absorb sound, using noise-canceling headphones for those who need them, or setting up a designated calm-corner with soft lighting and minimal visual distractions.

For example, a student who is sensitive to bright lights might benefit from working in a section of the classroom where the lights are dimmed or where they can wear a hat or sunglasses.

2. Encourage Safe Stimming

If a student tends to flap their hands when excited, and it's not harmful, allow this behavior.

However, if another student tends to hit themselves as a form of stimming, gently guide them toward a safer alternative, such as squeezing a stress ball or using a fidget toy for sensory regulation.

3. Use Visual Supports

Do you have a student who becomes anxious about transitions between activities? A visual schedule that shows what will happen next might help.

Use pictures or icons that represent each part of the day to reduce their anxiety and, in turn, lessen the need for stimming behaviors.

For example, before transitioning from recess to classroom activities, you could show the student a visual card indicating that it's time to switch; this will help them get ready for the change.

4. Teach Alternative Coping Strategies

Does one of your special needs students hum loudly when stressed? Do the loud humming sounds disrupt the class? Consider teaching them deep breathing exercises as an alternative.

Introduce this strategy during calm moments, perhaps through a short, guided breathing exercise after recess, so the student can practice and feel comfortable using it when they feel overwhelmed.

5. Incorporate Breaks

Include scheduled sensory breaks throughout the school day, where students can engage in stimming or other sensory activities.

For instance, you might create a "sensory break station" in the classroom where students can take a few minutes to bounce on an exercise ball, use a fidget spinner, or sit quietly in a beanbag chair.

A student who typically becomes restless after 20 minutes of sitting might benefit from a scheduled break to stand up, stretch, or move around.

6. Collaborate with Therapists

Work closely with the school’s occupational therapist to develop a sensory diet that meets the specific needs of a student who frequently engages in stimming.

This plan could include activities like swinging, using weighted vests, or engaging in specific fine motor tasks.

For example, if a student tends  to stim by pacing around the room, the therapist might suggest incorporating more physical activity into their day.

7. Educate Peers and Staff

Hold a class discussion to explain that some students engage in behaviors like rocking or hand-flapping to help them feel calm and that these behaviors are a normal way for them to cope. For example, you could use a social story to explain to the class why a particular student rocks back and forth during reading time, which will help peers understand and accept this behavior.