Have a Stimmer?

Self Stimulating Behaviors

What are they, what can I do? 

C is sensory seeking. He loves running his fingers through my hair, the dog's hair, and twirling his own hair is a tell tail sign that he is tired. While no one has directly told us that C has SPD (Sensory Processing Disorder), I think at this point, it is a fair assumption to believe that he does.

Some common characteristics of a child exhibiting SPD:

People suffering from over-responsivity might:

• Dislike textures in fabrics, foods, grooming products or other materials found in daily living, to which most people would not react. This dislike interferes with normal function, for instance a child who refuses to wear socks or an adult who is so "picky" they can't go to restaurants with friends.
• Get so car sick they refuse to be in a moving vehicle.
• Refuse to kiss or hug, not because they don't like the person, but because the sensation of skin contact can be very negative.
• Feel seriously discomforted, sick or threatened by normal sounds, lights, movements, smells, tastes, or even inner sensations such as heartbeat.

People suffering from under-responsivity might:

• Fidget excessively
• Seek or make loud, disturbing noises
• Suck on or bite clothing, fingers, pencils, etc.

**From Wikipedia


C exhibits mostly over - responsivity symptoms. He frequently will wrap himself around my leg, throw the covers over top of himself, and roll up like a sausage, and is known to squeal when he is happy or excited. 

What we have learned, through Occupational Therapy and Sensory Integration Therapy, is that children will use sensory seeking behaviors to help them better understand their surroundings and how their body fits within those surroundings. It is self soothing, and incorporates one of the fives senses. 

• Visual  staring at lights, repetitive blinking, moving fingers in front of the eyes, hand-flapping
• Auditory  tapping ears, snapping fingers, making vocal sounds
• Tactile  rubbing the skin with one's hands or with another object, scratching
• Vestibular  rocking front to back, rocking side-to-side
• Taste  placing body parts or objects in one's mouth, licking objects
• Smell  smelling objects, sniffing people

 **From the Autism Research Institute

Take, for example, a child who rocks back and forth. Though the behavior is a-typical, it is giving them feedback, allowing them to realize how their body fits within a certain setting. This is considered a "self-stimulating" behavior, or stimming. While it is providing self soothing benefits, research shows that stimming also decreases one's attention to task, correlating with the ability to learn new information. Many professionals in the field advise parents to monitor stimming behaviors and limit them, by giving new behaviors or coping mechanisms to enable the child to attend to a task, and feel comfortable in their environment. 

C has a variety of stims, from tapping his foot, to flapping his hand, he squeals loudly, and will rub his hands over his pants repeatedly. We have tested quite a few strategies to help him cope, specifically in school, but also in the home. We can tell what strategy we need to use, based on the stim. 

 











For instance, C will run his fingers through my hair. While most times I enjoy it, it also handicaps me from doing anything else. We know that his seeking textile feedback, and have made a rice bin filled with scoops and bowls for him to play with instead. This serves two purposes, it allows me to be a little more free, and allows C to practice fine motor skills, while getting the feedback he is craving. 

C will also, as I stated above, wrap his legs around me, or swaddle himself in blankets. We have a weighted blanket, which provides the pressure (evenly) that he is craving. In school, they have taken this strategy, and have replaced it with a weighted vest, which allows C to walk freely, while still getting the feedback he needs. We have noticed, that when used in school, it helps him attend better to tasks or activities.

We are still working on strategies to use for the squealing. He is high pitched an LOUD! I have heard that chewing gum helps, but I have been hesitant to give it to him, for fear that he may choke. 

We noticed that prior to our understanding of SPD, C was unbalanced, had a toddler gait, could not jump, and did not run with a straight gait. After 2 years of therapies, he is like a new child. He fine motor skills have improved, he is able to jump, and his language even blossomed. 

Many consider OT, or SI (Sensory Integration) for children who lack coordination or fine motor skills, however there are a great many other benefits. We tend to overlook a lot of behaviors that accompany our children, simply because it may be a symptom of the diagnosis. There are strategies to help our children overcome many of the self-stimulating behaviors. While I personally feel that there is a time and place where stimming is appropriate, I also understand that like everything else, it must be done in a structured and strategic manner. 

For more information on Sensory Integration:
Sensory Integration Therapy

  

The File Cabinet

A Verbal Stim, or Breaking into the Conversation?

"Mommy, where are we going?"

Did you hear that?? He asked a question, as I was getting his shoes and socks on, as I was preparing him to leave the house.

"We have to take your brothers to wrestling practice."

"Can we go too?"

Did you hear that?? A two part exchange? Real conversation??? One that is relative to what we are doing, what we are talking about. One that is not scripted, pulled from the files of shows and movies memorized. A conversation.

This child, I was told, would be able to speak...one day. To what extent, was in question. Just last year, it was suggested that he would not succeed in an inclusion environment, that he would be provided 1:1 instruction in a self - contained classroom. I fought. I fought hard.

Having a child model behaviors of his peers is what our children need for success. The lessons learned from "typical" classmates can be greater than lessons learned through instruction. Our children need to play, with one another. They need to foster their imagination.

Stop the scripting, I was told. It is a verbal stim, I was told. It will suck him into a world that can become dark, lonely, detrimental. I disagree. His scripting has led to conversation. When he doesn't have the words on his own, he has words, in his file cabinet that he can pull from, and keep him engaged in the conversation.

I know there are many views on stimming, scripting, and other behaviors associated with Autism and Sensory Processing Disorder. I have sought advice and guidance from OT's, SLP's and educators. With their view point in mind, I have formulated the opinion that while his "verbal stim" can suck him into a world all his own, it also allows him to continue verbalizing. To continue practicing social skills and imaginative play, in circumstances that would otherwise leave him feeling left out of the conversation, fostering our belief that it is just a stim, and not his way of breaking into a conversation, in a time where words may otherwise fail him.

Allowing a child to go into a corner and spin the wheels of his Tonka, without engaging in the play, could lead to a dark and lonely world, I acknowledge that. Allowing the child to spin the wheels, and engaging with the child, creating conversation, asking "why", "how", facilitating conversation, may bring us into that world, and show that we respect the behavior, but also want to understand it, want to be a part of it. Taking these moments to build the relationship, and taking the time to ask questions to our child, shows that we respect their behavior, and respect them enough to question it, engage in it, and want to be a part of it.

There are many times, just like our conversation above, where I get C ready for the day, to go out, and while I warn him that we will be leaving, I fail to give him full details. With 3 kids, life is busy. Sometimes, it doesn't seem that there is enough time to fully explain where we are going, and why. With "Neuro-Typical" kids, this works. "We need to leave, now, and I will explain it in the car". Children with ASD, SPD, or other diagnoses, they need, and deserve more. My conversation above not only validates the need to constantly converse with our children, but that, despite their seemingly disinterest in our conversation, they are hearing what we are saying.

C constantly amazes me. Our initial diagnosis was hard. While he showed signs of one day being able to have conversational skills, no one could predict what those skills would evolve into. While we are still working on expressing needs and wants, slowly and surely we are making progress. Little reminders, like this, encourage us, as parents to continue pursuing more. To engage, to keep talking, even when it looks like he has lost interest. The words we say today, may be pulled from his "file cabinet" tomorrow, and help him express his needs in a way we never thought he could.