Repeating actions or routines

Restricted and repetitive behaviorsare actions done repeatedly, like body movements that usually do not have a social purpose. These actions can also include very specific interests and rituals. It is important to understand that these repetitions are not necessarily signs of inattention or disobedience. They are often ways for a student to cope with anxiety, organize their internal world, or process information.

What is typical?

Restricted and repetitive behaviors and interests are common developmental patterns that students may exhibit at different ages. Here’s what you might expect to see:

• Infants: Students often have favorite objects and engage in repetitive movements like rocking and flapping.
• Young students: They may prefer certain toys, stories, and rituals like bedtime routines.
• Preschool students: They exhibit more complex behaviors, such as acting out the same scenarios in pretend play, collecting or storing objects, and developing strong interests in specific topics, such as cars.
• Older students: They may develop specialized interests or hobbies, often focusing intensely on specific subjects or activities. These students might engage in repetitive routines or rituals and show a preference for consistency and predictability.

While routines are a normal part of development, a student who shows a very high level of rigidity, has intense distress when faced with changes, or has repetitions that interfere with class progress may need specialized support.

When should I be concerned?

It is normal for students to have strong interests or engage in repetitive actions. However, educators should be concerned when these behaviors:

• Prevent the student from participating in classroom activities.
• Cause difficulties in relating to other students.
• Lead to emotional crises or outbursts if interrupted.

Here are some specific signs to watch for:

Restricted interests:

• Fixated interests: The student may be so focused on an activity or topic that they want to know a lot about it or do it repeatedly.
• Attachment to objects: The student may have a strong attachment to unusual objects, like brushes or stones.

Insistence on routines:

• Difficulty with change: The student may get very upset by small changes in routine (like a different class schedule or desk arrangement), which can lead to a crisis.
• Adapting to new situations: The student may find it hard to adapt when they have to do something new or different.
• Rule-following: The student may get upset if others do not follow the rules exactly.

Repetitive behaviors:

• Repetitive movements: The student may repeat hand or body movements, like flapping their hands, turning their fingers, or rocking back and forth.
• Arranging objects: The student may feel the need to arrange or sort things in a specific way.
• Spinning or lining up objects: The student may often spin objects or line up toys.

Sensory sensitivity:

• Sensitivity to noise: Loud noises (like a school bell or microphone) may cause extreme discomfort for the student.
• Sensitivity to light: Bright lights may upset the student significantly.
• Sensitivity to textures: Certain fabrics may make the student very uncomfortable.
• Sensitivity to smells and tastes: Strong smells or tastes may upset the student a lot.
• Food preferences: The student may refuse to eat food with certain textures, colors, or smells.

What can I do to help?

As an educator, your patience and support can make a huge difference. Here are some strategies and accommodations that can help in the classroom:

1. Maintain a predictable routine.Give advance notice of changes using simple language and visual aids to explain what will happen. This helps the student prepare and feel more confident.
2. Make sensory adjustments.Adjust lights, sounds, and the room layout to reduce things that may cause discomfort. Allow the use of noise-reducing headphones, sunglasses, or objects that help with self-regulation.
3. Use student interests and adapt assignments.Try to include topics they enjoy in class activities. This can increase engagement and motivation.
4. Offer choices within activities.When students can choose (even between limited options), they are often more willing to try new things.
5. Praise flexibility.When a student tries something new or accepts a change, give clear and positive praise.
6. Allow for short breaks.Offer moments for the student to calm down or engage in a repetitive behavior without being interrupted, then help them return to the activity.
7. Offer support objects.Instead of taking away an object of interest, allow it to be used as support during transitions or stressful times.
8. Promote peer support.Encourage activities in pairs or small groups where classmates can include the student while respecting their limits and interests.
9. Communicate with the family.Share your observations with caregivers and, if necessary, suggest a meeting to discuss strategies together.

What kind of professional support can I seek out?

As an educator, the most important step you can take is to guide the family to seek professional help. You can suggest they speak with specialists such as a speech therapist, pediatrician, psychologist, or psychiatrist, depending on the student’s needs.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Within the school, you can also propose discussion groups and workshops on the topic with the support of experts. Remember, the sooner a family is guided to the right support, the greater the student’s chances of receiving the care they need to succeed.