For a fifth-grade student with ASD wanting control over self-stimulatory behaviors, which strategy should a teacher initially implement?

Identifying alternative activities that satisfy self-stimulatory needs is an effective strategy for helping a fifth-grade student with Autism Spectrum Disorder (ASD) gain control over their self-stimulatory behaviors. This approach acknowledges the underlying needs for stimulation and sensory input that these behaviors fulfill for the student.

By offering alternative activities that provide similar sensory experiences, the teacher supports the student's self-regulation. For instance, if a student engages in repetitive hand-flapping, providing opportunities for activities that involve movement or tactile interaction, such as fidget tools or sensory play, can help channel their need for sensory input in a more constructive way. This not only addresses the behavior in a positive manner but also allows the student to maintain a sense of control and agency over their actions.

Implementing this strategy is crucial as it fosters a more inclusive atmosphere and encourages the student to express their sensory needs without feeling shame or the need to suppress behaviors entirely. It enhances their ability to focus on learning while ensuring that the sensory experiences they require are met in appropriate ways.