JAASEP WINTER 2026 Part 1 of 5
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Stereotypy—restricted, repetitive movements or vocalizations—is a core feature of autism spectrum disorder (ASD) and may influence children’s ability to participate in daily activities, develop independence, and engage socially. According to the DSM-5 (American Psychiatric Association, 2013), these behaviors can include hand flapping, body rocking, pacing, echolalia, repetitive object manipulation, or adherence to highly specific routines. In behavior analytic literature, stereotypy is typically defined as repetitive and invariant behavior maintained by nonsocial reinforcement (Rapp & Vollmer, 2005). Educational and parent-centered literature often uses the term stimming to emphasize possible roles in sensory regulation or emotional comfort (Kapp et al., 2019). Across terminology, stereotypy Borinskoff is common, persistent across development, and may vary widely in form, intensity, and function (Mayes & Calhoun, 2011; Chebli et al., 2016).
Within applied behavior analysis (ABA), stereotypy has historically been conceptualized as behavior maintained by automatic reinforcement— internal sensory consequences that are not dependent on social interaction (Ahearn et al., 2007). Consequently, intervention research has focused on identifying environmental arrangements or contingencies that reduce engagement in these behaviors or increase alternative, socially meaningful skills.
Abstract
Stereotypy—restricted and repetitive behaviors characteristic of autism spectrum disorder (ASD)—can influence children’s independence and self-determination. Limited research has explored how parents perceive these behaviors and the need for intervention. This qualitative study, conducted in the Midwestern United States, examined the perspectives of nine parents of children with ASD. Semi-structured interviews were analyzed using thematic analysis, revealing four themes: (a) type and topography of stereotypical behaviors; (b) reactions from parents, siblings, teachers, peers, and community members; (c) perceived need for treatment; and (d) behavioral strategies used at home. Parents described stereotypical behaviors as both challenging and beneficial to their child’s functioning. Most did not view intervention as necessary except when behaviors created medical or safety concerns. Findings underscore the importance of understanding parent perspectives to inform educators and practitioners in developing compassionate, evidence-based supports that honor both family priorities and neurodiversity.