Many children have fragile nervous systems that can get excited, anxious, and overwhelmed easily. Sensory (self) stimulation is a very functional tool for regulating the nervous system, keeping it from getting overwhelmed, and used to rebound once the nervous system becomes overwhelmed. However, for many children, sensory stimulation can feel very good to the nervous system an
d can become addicting, simply because it feels good! Such stimulation, if it occurs ongoing for long periods of time, creates “feel good brain chemicals” (endorphins). Over time the brain develops neuro-pathways that seek out the continuation of that stimulation. At these times the brain will seek out this repetitive, sensory stimulation, simply because it feels good, not because the brain is overwhelmed or under-aroused. Usually at these times the child engages in the behavior a lot, for long periods of time, and seems to become totally engulfed in the stimulation, for no reason then because it feels good. Usually for these children the self stimulation occurs so often that it interferes with engaging in functional daily activities and learning opportunities. It is no longer just a mechanism to protect from overload, but takes on a compulsion of it’s own, because it simply feels good.
For these types of sensory stimulation, we need to regulate under what conditions, and for how long, the child can engage in the stimulation. To decrease the compulsive sensory seeking, we usually try to define where and when the child is allowed to engage in the stimulation, then build in sensory breaks where the child is allowed to seek the stimulation. In some cases, we even use engaging in “feel good” sensory stimulation as reinforcement for engaging in other daily activities. For example, once a child finishes several school tasks, he gets to have a sensory break to engage in his sensory stimulation. This way we don’t take the “feel good” stimulation away from him, just structure when, where, and for how long he can self stem for. However, some parents simply remove the object of self stimulation and for some children it is no big deal. However, if the child goes into withdrawal, the gradually fade it out. Since it stimming is not a “safety tool” for regulating arousal or minimizing overload, then you can usually reduce or eliminate it without a problem.
For these types of sensory stimulation, we need to regulate under what conditions, and for how long, the child can engage in the stimulation. To decrease the compulsive sensory seeking, we usually try to define where and when the child is allowed to engage in the stimulation, then build in sensory breaks where the child is allowed to seek the stimulation. In some cases, we even use engaging in “feel good” sensory stimulation as reinforcement for engaging in other daily activities. For example, once a child finishes several school tasks, he gets to have a sensory break to engage in his sensory stimulation. This way we don’t take the “feel good” stimulation away from him, just structure when, where, and for how long he can self stem for. However, some parents simply remove the object of self stimulation and for some children it is no big deal. However, if the child goes into withdrawal, the gradually fade it out. Since it stimming is not a “safety tool” for regulating arousal or minimizing overload, then you can usually reduce or eliminate it without a problem.
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