[article]
| Titre : |
What are professionals’ attitudes to stimming? A brief report |
| Type de document : |
texte imprimé |
| Auteurs : |
Isabelle F. MORRIS, Auteur ; Lynda Lahti ANDERSON, Auteur ; Jennifer HALL-LANDE, Auteur |
| Article en page(s) : |
202975 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Stimming Professionals Qualitative |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Self-stimulatory behavior (stimming) is a common, often functional aspect of autistic experience, yet it has historically been targeted for reduction within clinical and educational settings. Although recent scholarship and autistic self-advocacy have increasingly framed stimming as a meaningful form of self-regulation, little is known about how professionals currently conceptualize stimming or how those views shape practices. This study reports findings from an online survey examining professional perspectives on stimming among individuals who work with autistic children and adults. Fifty-nine professionals from a range of disciplines completed a Qualtrics-based survey assessing self-rated knowledge of autism and stimming, training experiences, workplace norms, and beliefs about the purpose of stimming. Quantitative results indicated that while most participants reported high knowledge of autism, fewer reported extensive knowledge of stimming, and over half had been encouraged to reduce stimming as part of their professional role. Qualitative analyses of open-ended responses revealed that participants most frequently conceptualized stimming as serving sensory and emotional regulation functions, with additional themes including communication, focus, information processing, and expression of positive affect. Many respondents endorsed allowing stimming, prioritizing safety, and seeking to understand its underlying purpose, and expressed interest in learning directly from autistic individuals. Overall, findings suggest that professionals in this sample largely endorsed neurodiversity-affirming views of stimming, while also identifying a need for additional training and accessible educational resources. These results underscore the importance of professional education that centers autistic perspectives and supports consistent, affirming practices across service settings. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202975 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 |
in Research in Autism > 137 (September 2026) . - 202975
[article] What are professionals’ attitudes to stimming? A brief report [texte imprimé] / Isabelle F. MORRIS, Auteur ; Lynda Lahti ANDERSON, Auteur ; Jennifer HALL-LANDE, Auteur . - 202975. Langues : Anglais ( eng) in Research in Autism > 137 (September 2026) . - 202975
| Mots-clés : |
Autism Stimming Professionals Qualitative |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Self-stimulatory behavior (stimming) is a common, often functional aspect of autistic experience, yet it has historically been targeted for reduction within clinical and educational settings. Although recent scholarship and autistic self-advocacy have increasingly framed stimming as a meaningful form of self-regulation, little is known about how professionals currently conceptualize stimming or how those views shape practices. This study reports findings from an online survey examining professional perspectives on stimming among individuals who work with autistic children and adults. Fifty-nine professionals from a range of disciplines completed a Qualtrics-based survey assessing self-rated knowledge of autism and stimming, training experiences, workplace norms, and beliefs about the purpose of stimming. Quantitative results indicated that while most participants reported high knowledge of autism, fewer reported extensive knowledge of stimming, and over half had been encouraged to reduce stimming as part of their professional role. Qualitative analyses of open-ended responses revealed that participants most frequently conceptualized stimming as serving sensory and emotional regulation functions, with additional themes including communication, focus, information processing, and expression of positive affect. Many respondents endorsed allowing stimming, prioritizing safety, and seeking to understand its underlying purpose, and expressed interest in learning directly from autistic individuals. Overall, findings suggest that professionals in this sample largely endorsed neurodiversity-affirming views of stimming, while also identifying a need for additional training and accessible educational resources. These results underscore the importance of professional education that centers autistic perspectives and supports consistent, affirming practices across service settings. |
| En ligne : |
https://doi.org/10.1016/j.reia.2026.202975 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 |
|  |
What are professionals’ attitudes to stimming? A brief report in Research in Autism, 137 (September 2026)
