Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

In Parents’ Voices: To What Extent Do Practitioners Need to Treat Stereotypical and Repetitive Behavior of Children Diagnosed with Autism Spectrum Disorder?

  • Evan Borisinkoff (Author) Department of Education and Inclusive Services, Minot State University
DOI
https://doi.org/10.64546/jaasep.600
Abstract
Stereotypy—restricted and repetitive behaviors characteristic of autism spectrum disorder (ASD)—can influence children’s independence and self-determination. Limited research has explored how parents perceive these behaviors and the need for intervention. This qualitative study, conducted in the Midwestern United States, examined the perspectives of nine parents of children with ASD. Semi-structured interviews were analyzed using thematic analysis, revealing four themes: (a) type and topography of stereotypical behaviors; (b) reactions from parents, siblings, teachers, peers, and community members; (c) perceived need for treatment; and (d) behavioral strategies used at home. Parents described stereotypical behaviors as both challenging and beneficial to their child’s functioning. Most did not view intervention as necessary except when behaviors created medical or safety concerns. Findings underscore the importance of understanding parent perspectives to inform educators and practitioners in developing compassionate, evidence-based supports that honor both family priorities and neurodiversity.
Keywords
autism spectrum disorder, stereotypy, repetitive and restrictive movements, parent perspectives, intervention, treatment
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How to Cite
Borisinkoff, E. (2026). In Parents’ Voices: To What Extent Do Practitioners Need to Treat Stereotypical and Repetitive Behavior of Children Diagnosed with Autism Spectrum Disorder?. Journal of the American Academy of Special Education Professionals, 21(1), 1-14. https://doi.org/10.64546/jaasep.600
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  • Article Type Articles
  • Submitted November 3, 2025
  • Accepted November 19, 2025
  • Published February 11, 2026
  • Issue Spring/Summer 2026
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