Misconceptions

1. Not Just Behaviour, but Action with a Function

The term "behaviour" is frequently used to label the actions of others negatively. However, all behaviours are actually actions driven by specific functions.

The 4 Primary Functions of Behaviours

Avoid: To avoid or escape from unpleasant situations
- Examples: To avoid social interactions, tasks or responsibilities, a sensory-triggering environment
Access: To access desired tangibles or activities
Attention: To gain social interaction or connection
- Individuals may engage in action to gain positive or negative attention
- “They just want attention” - this statement has been frequently used negatively and dismissively. However, individuals who engage in attention-seeking behaviours ultimately seek a connection with others.
Sensory stimulation: To gain personal sensory experiences

Understanding the root cause behind a behaviour or action is always more beneficial than making negative judgments. We can do that by having open and non-judgmental conversations with the individual to understand the motivation or purpose behind their actions.

2. Self-Stimulatory Behaviours (Stimming)

Self-stimulatory behaviours, or stimming, are not problematic; they are repetitive movements or sounds that provide self-soothing and help with regulation. Some individuals may also find that stimming actions improve their focus and attention or help them cope with negative feelings.

Myth: Only Individuals with Autism Stims

Examples of Stimming Actions

Stimming as Essential Coping Mechanisms

Stimming may sometimes appear contextually inappropriate; however, it is an essential coping mechanism to cope with overwhelming feelings or experiences.

Our goal should not be to eliminate stimming behaviours but rather to replace them with more contextually appropriate alternatives. We should also try to understand the reason behind stimming and modify the environment if it is too stimulating.

3. Supporting Stimming in the Classroom

Gives Space for Stimming in the Classroom

When Stimming Appears in Class

Refrain from singling the student out in front of the entire class.
If possible, call for a class break during which the specific student can have some time to regulate, and the other students can consolidate their learning.
It may be beneficial to approach the student personally outside of class time to understand the reasons behind their stimming and to create a plan with them on how to manage their self-regulation while in class.
- A plan can be developed for the student to leave the classroom at 15-minute intervals to help them regulate their needs outside the class.
- If the student is triggered by environmental factors, adjustments can be made to the classroom environment whenever possible.
Or reach out to the faculty’s Student Support Managers or Student Accessibility Unit to have joint discussions on how to support the student’s regulation

Click below to view the Student Accessibility Unit's Road to Accessibility Guidebook!

Road to Accessibility provides practical strategies to support diverse accessibility needs. It outlines common barriers students may face and offers inclusive practices to help create barrier-free and equitable learning environments.

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