Self-stimulatory behaviors are often associated with autism, but in truth, these behaviors are part of the broader human experience. From infancy onward, we all engage in self-soothing or sensory behaviors that help us navigate our emotions and environment.
A baby gently rocking or playing with her fingers are natural ways to explore the world and find comfort. As we grow and mature, these forms of self-regulation often shift into different habits, like playing with jewelry, doodling, or fidgeting during deep thought. Even as adults, we might tap our foot when feeling impatient, twirl our hair when bored, or drum our fingers when concentrating.
Still, in the presence of clinical diagnosis, stimming is often described as behavior to be reduced or eliminated. This framing has placed unnecessary pressure on parents, caregivers, and even professionals to try to “correct” a behavior that may not need correcting at all. Research continues to show that our understanding of stimming is limited and that there is little consistent evidence supporting interventions designed to suppress it. ly, autistic women, researchers, and advocates are helping shift this perspective by highlighting the deeply meaningful roles stimming can play, while reminding us that it may be something to honor, not erase.
These simple, rhythmic actions are not signs of something “wrong,” but gentle reminders of how our bodies instinctively seek balance and calm. Stimming, in all its forms, reflects our shared need for grounding, an expression of the connection between body and mind.
While some forms of stimming may occasionally interfere with daily activities or learning, and certain behaviors like head banging can cause harm and may need extra care or support, it’s important to understand that stimming itself is not “bad.” It’s a form of communication and self-regulation that deserves compassion and respect. Viewing these behaviors through a lens of empathy can lead to better support for neurodiverse individuals to express themselves safely and authentically.
A meaningful first step toward empathetically understanding and accepting stimming is to reflect on the ways individuals self-soothe. By recognizing our own regulatory habits, we can become more attuned to the diverse forms self-soothing may exhibit in others, and be more receptive to the needs and messages these behaviors may express.
Auditory Stimming: Individuals exhibiting auditory stimming listen to the same sounds, songs, words, or series of noises over and over. Some common auditory stimming behaviors include:
Clicking or tapping objects to make sounds
Clapping or snapping fingers
Humming or singing the same tune
Playing a song on repeat
Listening to white noise, like rain sounds
Listening to the same part of a video or movie on repeat
Oral & Olfactory Stimming: Taste and smell are two of our most vital senses, and based on their location, it’s no surprise that they are connected. Strong flavors, smells, chewing, sniffing, and biting grab the brain’s attention and can provide a sense of relief and focus. Oral and olfactory stimming behaviors may include:
Sniffing objects repeatedly
Seeking out strong odors like marker, gasoline, vinegar, or perfume
Biting fingernails or other objects
Chewing or sucking things like pens, jewelry, sleeves, and shirt collars
Sucking on the cheek, tongue, lips, or fingers
Making repetitive mouth movements, like blowing raspberries
Seeking out foods with specific textures like crunchy, chewy, or soft
Tactile Stimming: Tactile stimming covers a wide range of touch, texture, and pressure-related behaviors. Our sense of physical touch is very important since different textures can inspire different feelings. Examples of tactile stimming include:
Rubbing one’s hands together or along surfaces
Stroking or playing with hair
Crumpling paper
Playing with stimming toys
Twisting things like hoodie strings, shoelaces, or pieces of fabric
Pressing hands into the body or different surfaces
Using weighted blankets or compression clothes
Asking for tight hugs or squeezing pillows
Vestibular & Proprioceptive Stimming: These are among the most common forms of stimming in autism. “Vestibular” relates to our sense of balance, while “proprioceptive” refers to our orientation in the space around us. These senses help us feel grounded, stable, and secure in our environment. Proprioceptive and vestibular stimming usually involve:
Rocking back and forth
Swinging, as on a sensory swing
Spinning in circles
Jumping or bouncing
Pacing or running back and forth
Walking on tip-toes
Visual Stimming: This type of stimming relies on sight. People who use visual stimulating often find sensory lighting and specific visual effects soothing. It includes physical eye movements, as well as watching lights, colors, and effects. Some behaviors include:
Watching repetitive motions, like a ceiling fan, screensaver, or a fidget spinner
Staring at specific objects for long periods of time
Staring at colorful, bright, flashing lights
Moving one’s eyes back and forth
Rapid blinking
Crossing and uncrossing one’s eyes
Fixating on patterns, colors, or intricate designs
Vocal Stimming: This is similar to auditory stimming, but the sensory expression is more about the sounds being made and how they feel rather than how they sound. Vocal and verbal stimming cover a wide range of noise-based behaviors, including:
Making popping or whistling sounds
Humming or singing
Growling, grunting, and other throaty noises
Making sudden loud sounds, like yelling or shouting
Whispering or mumbling
Repeating animal sounds
Repeating the same word or phrase
Mimicking other people’s voices
Speaking in a sing-song voice
Providing consistent opportunities for meaningful sensory input throughout the day, such as access to movement activities like jumping, walking, or running can support self-regulation and, for some individuals, may naturally lessen the intensity or frequency of certain self-stimulatory behaviors. Equally important is taking time to understand the purpose these behaviors serve. Thoughtfully analyzing the underlying sensory, emotional, or communicative needs can help families, schools, and employers respond in ways that honor the individual rather than suppress their expression. Ultimately, balancing the needs of home, school, work, and community environments with the individual’s right to self-regulate is essential for fostering wellbeing, autonomy, and inclusion.
About the Author: Jackie Pilgrim is a fellow with The Loreen Arbus Accessibility is Fundamental Programa fellowship created with Women’s eNews to train women with disabilities as professional journalists so that they can write, research and report on the most crucial issues impacting the disabilities community.
