The learner rocks, flaps, or repeats sounds during the session

The situation

The learner engages in a repetitive movement or sound — rocking, hand flapping, humming, spinning an object. It is not hurting anyone and is not damaging anything. You are not sure whether you should do anything about it.

What the plan usually asks for

1. Check whether the plan says anything about this behavior. If it does not, it is not a target, and you do not need to interrupt it. Repetitive behavior is often self-regulating and harmless. Interrupting behavior that is not in the plan is a program change, and it can be disrespectful.
2. Continue teaching. If the behavior interferes with a specific task, use the attending or redirection procedure the plan gives for that task. Many programs distinguish between behavior that competes with learning and behavior that merely accompanies it.
3. If the plan asks you to record the behavior, record it with the measure the plan specifies. Automatically reinforced behavior is hard to assess; consistent data are what make assessment possible.
4. Note anything you observe about when it increases — before demands, when alone, when tired. Those observations help the supervisor decide whether the behavior has a social function after all.

What not to do

• Do not tell the learner to stop, hold their hands still, or take the object away unless the plan specifically says so.
• Do not assume the behavior is a problem because it looks unusual.
• Do not treat it as attention-seeking without evidence; automatically reinforced behavior does not need an audience.

When to tell your supervisor

• Tell your supervisor if the behavior is new, is increasing, is interfering with learning, or is starting to cause any physical wear.

Terms used here

• Automatic Reinforcement
• Function of Behavior
• Dignity
• Sensory Extinction