Understanding and Supporting Children with Autism: Addressing Self-touching Behaviours

 Children with autism spectrum disorder (ASD) may engage in various self-stimulatory behaviours, including touching private parts or repetitive physical movements. Understanding why these behaviours occur and how to support children appropriately is essential for parents, caregivers, and educators. 

Why These Behaviours Occur 

Sensory Seeking and Self-Regulation: Children with autism often experience sensory processing differences. Touching or repetitive movements may provide calming sensory input that helps them regulate their nervous system, especially during times of stress, overstimulation, or transition. 

Lack of Awareness About Social Norms. Many children with autism benefit from explicit teaching about social expectations, including privacy and appropriate public versus private behaviours. What may seem obvious to neurotypical children often needs to be directly taught. 

Physical Discomfort or Medical Issues Sometimes these behaviours indicate genuine physical needs—such as needing to use the bathroom, experiencing discomfort from clothing, or having a medical issue like a rash or infection that requires attention. 

Communication Challenges For children with limited verbal skills, physical behaviours may be one of the few ways they can communicate discomfort, sensory needs, or other feelings. 

How to Redirect and Support 

1. Rule Out Medical Concerns. Always consult with a paediatrician to ensure there are no underlying medical issues, infections, or physical discomfort causing the behaviour. 

2. Teach Privacy Concepts 

• Use clear, concrete language: "Touching private parts is something we do in private places like the bathroom or bedroom" 

• Create visual supports showing "public spaces" and "private spaces" 

• Practice and reinforce these concepts consistently across all environments 

3. Provide Sensory Alternatives 

• Offer appropriate sensory tools: fidget toys, weighted items, compression clothing, or textured objects 

• Create a "sensory diet" with an occupational therapist that provides regular sensory input throughout the day 

• Identify what sensory need the behaviour is meeting and find socially appropriate alternatives 

4. Use Positive Redirection 

• Calmly redirect without shaming: "Hands on the table" or "Let's use your fidget instead" 

• Avoid drawing excessive attention to the behaviour 

• Reinforce when the child uses appropriate alternatives 

5. Implement Visual Schedules and Social Stories 

• Create social stories that explain appropriate behaviours in different settings 

• Use visual schedules to help with transitions (which may trigger self-soothing behaviours) 

• Develop "if-then" visual supports: "If I need to touch myself, then I go to a private space" 

6. Address Underlying Needs 

• Ensure regular bathroom breaks 

• Check for uncomfortable clothing (tags, tight waistbands, seams) 

• Monitor for patterns—does the behaviour increase during certain activities, times, or environments? 

7. Collaborate with Professionals. Work with a team that may include: 

• Board Certified Behaviour Analysts (BCBAs) for functional behaviour assessments 

• Occupational therapists for sensory strategies 

• Speech therapists for communication alternatives 

• Psychologists for emotional regulation support 

8. Maintain Dignity and Respect 

• Approach the child with patience and understanding 

• Never shame or punish—these are often regulatory behaviours, not intentional misbehaviour 

• Protect the child's privacy when addressing these issues 

• Educate others who interact with the child 

Creating a Supportive Environment 

The goal is not to eliminate all self-soothing behaviours but to help children learn when and where certain behaviours are appropriate, while providing them with effective regulation strategies. This requires: 

• Consistency across all caregivers and environments 

• Patience as new skills take time to develop 

• Understanding that regulation is an ongoing need, not a problem to "fix" 

• Individualisation because each child's needs and triggers are unique 

Conclusion 

Supporting children with autism through these challenges requires compassion, consistency, and collaboration. By understanding the reasons behind these behaviours and implementing thoughtful strategies, we can help children develop appropriate self-regulation skills while maintaining their dignity and supporting their overall development. 

Remember that every child is different, and what works for one may not work for another. When in doubt, consult with professionals who specialise in autism and can provide individualised guidance for your specific situation.