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Autistic stimming, or ‘self stimulating’ behaviour – calming, satisfying and recalibrating

Autistic stimming, or ‘self stimulating’ behaviour – calming, satisfying and recalibrating

We have been asked a few times about ‘stims’, and while we have mentioned them within other articles (see directly below, in an article on autistic meltdown), we thought it would be useful to delve deeper in a single blog post.

Autistic meltdown, or neural high jacking – what is meltdown, how can outsiders deal with it empathetically, and how do autists manage their own meltdowns? (ASD/ASC)

Understanding stims

black and white graphic to illustrate black and white thinking styles for autism blogUnderstanding stims is key to understanding how autists process emotions and sensory input. Stims, and the action of stimming, refers to ‘self stimulating’ behaviours; they’re not limited to autists (many of us twirl our hair, or tap our fingers to an imaginary beat, for example); but most autists stim.

Stims may be used for various reasons; for example in times of anxiety; in periods of happiness or contentment; when the body is in need of regulation; and simply because the individual feels good.

Most people, if they have heard of autism stims, think of hand flapping, which is the stereotypical one used most commonly in the media. But perhaps rightly so, as a repetitive hand movement is a very common stim, in times of dis-regulation, sensory overload or anxiety.

Most autistic individuals stim to some degree; they can be very subtle however, and autists who are late-diagnosed may not even realise that their habitual behaviours are stims. For example, clasping or rubbing one’s hands together, or wrapping hair around a finger.

Here are some examples of physical autistic stimming-

Clapping or flapping the hands, or moving them rhythmically.

Finger clicking or snapping, e.g. with the thumb and third finger.

Beating out a rhythm with the hands or fingers (and feet), to a beat in your head.

Flicking or stroking fingernails.

Playing with jewellery, especially if it has movement, e.g. a ring with a spinning section.

Touching something smoothly tactile, like a watch, a clothing label, or piece of jewellery.

Proprioceptive stims e.g. rocking or moving the body – and as well as a ‘big’ movement, this can be the tiniest movement, for example isolating and clenching a small muscle.

Moving the joints somehow, to achieve a ‘click’ or mobilisation – e.g. moving the joint to the edge of its socket.

Vocal stims

Woman listens to music to illustrate autism blogExamples of vocal stims can be humming; singing without recognisable words; and making mouth noises (for example sucking on the teeth or cheeks, or clicking the tongue).

Cognitive autism stims

There are also cognitive autistic stims that autists carry out, that seemingly provide some kind of sense of control, comfort or regularity. These could be a particular numerical sum, or counting in a particular formation. (Many autists use echolalia, and sometimes a favoured phrase or number sequence that sounds appealing may be used as a stim.)

Other stims

There are also other stims, such as: visual stims, e.g. staring at lights or an interesting kinetic picture (like the one at the top of this page), or watching a spinning object; auditory stims, e.g. listening to the same song on a loop; olfactory and oral stims such as sniffing objects or licking and chewing on things; facial tics and features of Tourette syndrome; dermatillomania or picking at the skin (e.g. scabs or hairs), trichotillomania (hair plucking) and also pressure stims – perhaps sitting in a certain way to achieve a sense of pressure.

Self injurious autistic stims

Some individuals may direct a repetitive action on themselves, e.g. hitting their head or face. Stims like this can be detrimental; e.g. in the case of hitting oneself, they are not desirable or helpful in the long term, and can lead to self-harm. In such cases the need to stim may be directed to another object, such as a squeezy toy or boxing punchbag. Using pressure or movement may also be a useful alternative, e.g. pressing the hands against a wall or pressing up from the floor, or bouncing on a Swiss ball. Weighted pressure blankets may also be useful, e.g. to sit or lie under. These ‘tools’ may work to help redress sensory dis-regulation.

Letting off steam

Image to illustrate autism articleAlthough some proponents of behavioural training seemingly seek to reduce stims, and frame them as some kind of antisocial behaviour, in fact there is nothing wrong with autistic stims. Remember that autistic individuals may have problems not only with processing feelings, but also sharing their emotions in the expected way. Stims are very often a way of putting an emotion into a physical representation.

So, the above everyday examples of behavioural stims are perfectly normal and acceptable, especially in children who are finding a place in the world; stims should not be discouraged.

They are simply a way of recalibrating, finding a sense of calm, and satisfying an inbuilt need for repetition. “Autistics are easily overloaded, and simply need to release tension more frequently. When I stim, I often feel like an old fashioned boiler letting off pressure; sometimes in tiny bursts, sometimes in huge belches of steam,” writes Kirsten Lindsmith.

Stims can be valuable communicative information, if an autist finds (in that moment) talking difficult. A stim can indicate rising anxiety, for example. This is valuable information for family members accompanying a young autistic child somewhere, and a potential sign that the environment could be stressful.

In the workplace

Woman- to illustrate that Autistic burnout - Burnout is a physiological symptom of system overloadIn situations such as the workplace where autistic stims are not necessarily encouraged or accepted, there are ways to make them less noticeable; e.g. there are many fidget toys or gadgets like pens, chewy stim toys and pieces of tactile jewellery that can divert attention.

Many autistic women for example enjoy having smooth, manicured nails that fulfil a nice sensory need, and touching the nails can be very discreet.

(NB, follower JFC has pointed out that our question: ‘It would be interesting to find out to what extent smoking and vaping is used by autists, to satisfy the need to stim; especially in the workplace’, could be misleading, in that smoking indoors is banned. It was more pondering the concept of the Smoking Break, a social gathering that takes place outside, and whether some autists may smoke or vape to satisfy a stimming need, while also navigating the social landscape. We’d welcome any feedback from smokers/vapers on this matter!)

What else causes autistic stimming?

Sensory challenges are often cited as big causative factors for stims, as the stimming can create a tactile input (e.g. flicking a muslin or blanket, or a clothes label). The action can help self-soothe and calm the individual, if the stim is linked to anxiety or over / under stimulation from noise, lights, socialisation etc.

It’s proposed that stimming can actually cause the release of beta-endorphins in the body, which then causes a feeling of ‘numbness’ from sensory overload, or plain old pleasure.

The main hypotheses and known causes for stimming are: blocking out excess sensory input (in overstimulation); managing emotions; providing extra sensory input (in understimulation); reducing pain; and self-regulating.

A little disclaimer – here at we don’t claim to be experts about Autism; the information we post here is based purely on our own exposure and experiences. We’d also love your feedback on our posts!

Tony Attwood’s disparagement humour. Good-natured fun, or bullying, exploitative and offensive?

Tony Attwood’s disparagement humour. Good-natured fun, or bullying, exploitative and offensive?

We have read and referenced clinical psychologist Tony Attwood’s work here on previously. He’s created useful videos on identifying autism spectrum disorders, and we wrote very enthusiastically about how he ‘frames Asperger’s and High Functioning Autism in a positive light.’ He advocates the term ‘discovery ‘over ‘diagnosis’, saying: ‘[The word] ‘discovery’ concludes that this [autistic] person possesses admirable qualities, abilities, and/or talents.’

Our author Kathy Carter was impressed with Professor Attwood’s focus on autists’ strengths; however, it was recently brought to our attention that he’s also renowned for emphasising false stereotypes about autists, and getting laughs at their (our) expense.

NB – this post was written ahead of the talk: ‘Tony Attwood – What you need to know about Autism’, on May fifteenth, 2019, in Sheffield. (Photo below of Professor Attwood by ACMAH).

In short, he DID reduce his ‘disparagement humour’ and was MORE respectful to autists. You can read our balanced report below. We still have concerns, however!

“I promised I would change and I did” – did Professor Tony Attwood’s autism conference pacify the #actuallyautistic community?

A ‘cold touch of affection’?!

One of the most alarming viewpoints Professor Attwood has previously expressed is that autistic mothers, while they can be (in Tony’s words): ‘Remarkable guardians and supporters of [their] children’, ‘They have’, again in his words: ‘The cold touch of affection, rather than the genuine one; and so, we often find that an ‘aspie’ mum marries an extreme neurotypical dad, and so it is Dad who gives the affection; so when a child is upset and falls over, who do they run to? They may run to Dad, not mum.’

(Source – transcript of an ABC radio interview with broadcaster Richard Fidler, on Shona Davison’s website).

In one sweeping statement, he’s disparaged every autistic mother out there!

Is joking about marginalised people OK?

A misguided view? 'Autistic mothers have the cold touch of affection, rather than the genuine one' - Tony Attwood

A misguided view? ‘Autistic mothers have the cold touch of affection, rather than the genuine one’.

The ‘cold touch of affection’ comment was seemingly not made as a joke as such; more a (misguided) statement of fact (in Professor Attwood’s opinion); however, he’s well-versed in using humour to attack autists.

Writer, broadcaster and performer Kate Fox wrote an open letter to Professor Attwood following her dismay at comments made during his talk at the National Autistic Society’s 2017 Autism and Mental Health conference. Kate and others believe Professor Attwood deliberately makes jokes at autists’ expense to gain laughs AT them, not WITH them. She quoted social psychologist Thomas Ford’s work on ‘disparagement humour’, agreeing that: ‘When marginalised people are joked about, it gives other people a sense that it’s okay to disparage them too.’

Another writer, Rachel Cohen-Rottenberg, wrote dispairingly about Professor Attwood when writing about a talk he made in America. ‘He used humor about autistic people, primarily… An example is when he talked about how he knows when a parent of a child is autistic, [when] he delivers the message about autism diagnosis for their child, and ‘puts on his robot voice’, to imitate the [autistic] parent.’ (Source: ‘Making a mockery of disability’.)

Good-natured fun is between people of equal social and political power. When you have a position of greater power and privilege, and you satirize people who comprise a stigmatized, vulnerable, and misunderstood minority, it’s not good-natured fun. When he makes fun of autistic people by grotesquing a stereotype, he sends the message that autistic people are here to be laughed at, [and] to be mocked,” Cohen-Rottenberg writes.

“It was like a trip in time back to the 70s, where Alf Garnett discovers autism…”

A further writer, Paula Sanchez, said, again in response to Professor Attwood’s talk at the National Autistic Society’s 2017 Autism and Mental Health conference: ‘The worst part of the day was Tony Attwood. His talks were chock-full of jokes at our expense… oh, how amusing we are; oh how the audience laughed at his quips about suicide, special interests, IQ, virginity and robots. Attwood’s presentations came across as exploitative and offensive. It was like a trip in time back to the 70s, where Alf Garnett discovers autism.’ (Source: ‘How not to do an autism conference’.)

He knows that autists may not take the joke well…

Photo of woman with a hand over her faec - illustrating the concept of being dismayed by Tony Attwood's comments, regarding female autistsOn his own website, Professor Attwood quotes a study on youths, that states: ‘The adolescents with autism had significantly poorer comprehension of cartoons and jokes. Subjects with autism had difficulty handling surprise and coherence within humorous narratives.’ So, he acknowledges that ‘Individuals with autism have… difficulties in integrating content across narratives and discourse’, and that ‘Adults with high-functioning autism may not achieve a feeling of surprise, if and when they understand the punch line. If they do achieve a feeling of surprise, it may not be converted to one of humour.’

He knows that autists may not take a joke well. He also knows that, as indicated by his comments regarding knowing when a parent of a child is autistic too, that autism often runs in families, and therefore, that many parents attending his talks may also be autistic.

So why does Professor Attwood continue to joke about autistic individuals IN FRONT OF THEM?

Professor Attwood is increasingly raising awareness about female autists, and has written about important subjects including girls with Asperger’s-type presentations of autism: ‘Slipping through the diagnostic net, and being at risk from developing Anorexia Nervosa, due routines and rituals around food.’ He’s supported the author Liane Holliday Willey in the promotion of her book ‘Safety Skills for Asperger Women’ (and wrote the foreword). He’s also got a way with words, and uses them to his advantage.

But given his apparent support for females, how can Tony Attwood reinforce the terrible stereotype that autistic mothers have ‘The cold touch of affection’? It harks back to Kanner’s early thoughts on ‘Refrigerator Mothers’, now outdated. As neither a diagnosed autistic individual nor a mother himself, it’s a terrible sweeping statement for Professor Attwood to make, and upsetting for the parents who look to him for guidance and inspiration.

A 2019 autism conference

woman in black and white - to illustrate autism article re black and white thinking stylesThis month (May 2019), Professor Attwood is presenting a conference titled: ‘Tony Attwood – What you need to know about Autism’, (cleverly dropping his usual references to ‘Asperger’s’, now that the term has been merged diagnostically with ‘Autism Spectrum Disorder’), in Sheffield. It’s hosted by the ‘Association for Child and Adolescent Mental Health’, and it will be interesting to see whether his brand of humour is utilised there, and even endorsed by an organisation pertaining to promote good mental health.’s curator Kathy Carter is attending the event, along with other #actuallyautistic advocates and writers, including Shona Davison, who has personally crusaded to highlight Professor Attwood’s disparagement humour techniques.

Kathy will be reporting from the event and along with her #actuallyautistic peers, trying to redress the balance, and ‘calling Professor Attwood out’ on his potentially unprofessional and derogatory attitudes, and any mis-judged presentation techniques.

To conclude.. you could argue that we ‘Aspies’ ‘Just don’t get the joke’. Or you could argue that it’s BULLYING… #autisticsdeservebetter

A little disclaimer – here at we don’t claim to be experts about Autism Spectrum Disorders / Conditions; the information we post here is based purely on our own exposure and experiences. We’d also love your feedback on our posts.

Climate activist Greta Thunberg: an inspiration to so many people, and a great ambassador for the #actuallyautistic community

Climate activist Greta Thunberg: an inspiration to so many people, and a great ambassador for the #actuallyautistic community

One can’t have failed to have noticed the awareness surrounding young climate activist Greta Thunberg, recently.

The sixteen year old Swede and Nobel Peace Prize nominee has been thrust into the limelight over the last few months, since she initiated a weekly school strike to protest about the lack of Government action to address issues surrounding global climate change.

Greta is autistic, and is probably the most famous advocate for autism that the community has ever seen. She’s been on national TV news broadcasts, and in national newspaper articles and at TED Talks, and doesn’t shy away from talking about her Asperger’s diagnosis.

Greta’s fascinating is that autism is clearly a driving force behind her passion for redressing climate change. Greta Thunberg reportedly suffered from depression and issues with eating (not divulged by Greta as an eating disorder, but linked to her depression), aged eleven, in what seems to represent a classic example of autistic burnout. She stopped (for the most part) eating and talking, but then turned her life around. Turning her despair over the environment to action, she encouraged her family to support various changes to reduce their carbon footprint, and started making a stand.

Asked for an interview in DPA International about how her autism affects her work for the climate, Greta states: “Very positively. I’ve begun to realize that I can focus a lot more than most. But I can also get extremely tired when I run out of energy. If I hadn’t had Asperger’s, I’d have sought other routes.

Now I don’t do too well in groups, and work a lot more on my own than many other activists who want to start organizations and write charters and rules. That’s why #FridaysForFuture is a hashtag and a movement that puts the focus on research. “

Greta Thunberg doesn’t look like most teenagers on TV

Greta’s striking about Greta Thunberg, and is a big part of her media appeal, is that although she is sixteen, she looks much younger. Again, this is perhaps linked to her autism. Her hair in sensory friendly pigtails, wearing practical, comfy clothes, with no hint of make up or the interest to wear any, Greta doesn’t look like most teenagers on TV.

Her slim frame and short stature, attributed to her stunted growth at the time of her depressive episode, add to the childlike appearance; although her oratory is incredibly mature.

Some commentators, perhaps not knowing about her autism (or caring), have noted her ‘passive’ expression, and often deadpan delivery.

But this is a young woman who, as a Swede, is speaking in a second language. And Greta’s autism will affect her facial expressions and delivery, with ‘Aspies’ commonly lacking the facial expressions and reciprocal movements of their neurotypical peers, and often talking with a monotone type voice.

Autists are famed for their black and white thinking styles, obsessive interests, straight, truthful talking, and a sense of justice; there’s surely no better example of these traits than with Greta Thunberg.

She’s an inspiration to so many people and a great ambassador for the #actuallyautistic community.

A little disclaimer – here at we don’t claim to be experts about Autism; the information we post here is based purely on our own exposure and experiences. We’d also love your feedback on our posts!

Read more about autistic influencers…

Autistic influencers – celebrating high-profile individuals forging a positive path to raise awareness and boost education about autism (Asperger’s / ASC / ASD)

Autistic meltdown, or neural high jacking – what is meltdown, how can outsiders deal with it empathetically, and how do autists manage their own meltdowns?

Autistic meltdown, or neural high jacking – what is meltdown, how can outsiders deal with it empathetically, and how do autists manage their own meltdowns?

Meltdown describes the situation where the individual – autistic or otherwise, as it is not only a term used for neurodiversity – is no longer able to cope. Their skillsets aren’t sufficiently honed to deal with the situation at that time, and the individual lets off steam one way or another, in order to recalibrate. (Skillsets may include social and language skills, as well as executive functioning skills, as examples).

Autistic meltdowns differ from person to person, and some autistic individuals, especially adults, say that they rarely have meltdowns. (They will undoubtedly experience challenges and periods of ‘overwhelm’, but perhaps they head straight to shutdown, or some kind of low mood, or withdrawal).

Read more on autistic shutdown here.

Meltdowns – panic attacks and neural high jacking

rl in black and white to illustrate autism article on black and white thinkingMeltdowns can sometimes be defined as panic attacks; they may look like tantrums; sometimes they can just be bursts of anger or frustration, and they can manifest as tears or extreme sadness. They may be over extremely quickly once the individual has let off steam, or they may last for a much longer duration.

On some occasions, a meltdown is extremely serious, as the individual or people in close proximity may be at risk, e.g. from violent or erratic behaviour.

Some experts describe meltdowns as ‘neural high jacking’, when coherent, rational thought is absent, and what is left is a debilitated state of incoherence.

According to psychologist Dr. Daniel Goleman, what the child does and says during meltdown is simply ‘mental debris’.

Bring on the autistic meltdown!

Sometimes (as an outsider), one can see a meltdown coming, in an autist; and in fact a teacher or carer may even want to want the meltdown to occur, simply so the child can recalibrate, and get the outpouring over and done with in a safe and supportive space.

The teacher may for example spot signs in the classroom, such as the child being easily upset, ‘spoiling for a fight’ or picking an argument, having a lot of nervous energy, or generally becoming withdrawn. There could be specific rituals or behaviours that the child is doing ahead of the meltdown. Maybe for example an anxiety-related stim like clenching and releasing the teeth, or clicking their fingers, or the child may have the self-awareness to realise a meltdown is imminent, and recognise triggers. (As do many adults).

Triggers for autistic meltdown

girl ball pool - illustrating autism article on spectra.blogThe meltdown triggers themselves are many and varied; they obviously vary depending on the individual and are usually multifactorial. Elements like sensory overload from sources like lights and noise may play a part (clinicians may describe this as ‘sensory integration dysfunction’); as well as excessive demands (or things that are perceived to be demands by the autistic individual). Excessive socialisation, known stressful situations, and anything that triggers the autist’s quirks or ‘peccadillos’ (e.g. maybe a favourite food has run out, or a play date has been cancelled), can contribute to meltdowns.


It is often said that masking is a factor too; masking or trying to appear ‘typical’ can be very energy depleting. Whether it is trying to fit in at school, attempting to follow social conversations in a group, or blending in with neurotypical colleagues in the workplace, the act of masking one’s autism drains emotional energy, or conceptual ‘mental bandwidth’. A build up of masking, combined with general tiredness and a specific trigger, however minor it is perceived to be, can easily trigger autistic meltdowns.

Therefore, some or all of the triggers described above (as well as others not listed, but relative to the individual) can initiate meltdown. Other everyday factors like tiredness and hunger, as well as hormones, can also play a part. Often, the concept of ‘the straw that broke the camel’s back’ can take place, e.g. something that seems innocuous and not worthy of such a level of upset can tip one over the emotional edge – the proverbial last straw.

Melting down at home, not school

female child - for autism article on spectra.blogIt is not uncommon for autistic children at school to meltdown at home, after a day of blending in, and masking at school – invariably, they are melting down in their safe place, even though the anxiety was building all day. This can lead parents’ concerns about the possibility of an autism diagnosis for their child to be questioned, as those who do not understand the challenges presented by autism may assume the cause of the meltdown is occurring ‘at home’. In such instances, viewpoints like: ‘Well, she seems fine at school’, or ‘Maybe he’s picking up on the parents’ anxiety at home,’ are rarely helpful.

The main challenges presented by autism – difficulties communicating and socialising, sensory challenges (e.g. to noise and light, for example), and specific thinking styles or rigid thought processes that aren’t supported by the learning style at the school – can all cause great anxiety to a child. It’s no wonder that after a day of using up all of their ‘spoons‘, many autistic kids come home and feel comfortable enough to let their frustrations and emotions out. (NB – the reference to spoons relates to the spoon theory, a kind of disability metaphor developed by Christine Miserandino, who has lupus, and uses ‘spoons’ to explain how to ration one’s energy. Read more about the spoon theory here.)

What happens during meltdown, or ‘cognitive debilitation’?

Different individuals react differently – some may meltdown in the more obvious sense, e.g. excessive stimming, tears, anger, arguments and even out-of-control aggression, while others may consciously try to make their meltdown more low key, and private. (The latter is a big concern, as self-harming could be an issue).

For the loved one, educator or carer of an autist, the key to coping with meltdowns is often to get a handle on what triggers that individual, to help reduce factors that are likely to trigger the meltdown. Once it has started, it really needs to run its course – it is, after all, a release, a situation of overwhelm, or a kind of panic attack.

Naturally, it is best not to judge or be cross about the meltdown. Sometimes the individual may appreciate someone being close to them (e.g. in the room, or outside the door); other times, they may need or prefer to be left alone, to work through the process.

When can we chat?

Once the autist has calmed down (and when they’re ready, which may even be the next day), the family member, carer or educator may find the opportunity to talk about what happened, what triggered the episode, and how everyone handled it. Generally, autists in meltdown mode are unable to discuss anything properly at the time, as their emotional bandwidth is busy trying to recalibrate, and manage their ‘fight or flight’ response. Directly afterwards, they may feel too exhausted to talk. (NB – some families do have to cope with very aggressive and even dangerous meltdowns, and at these times, keeping all individuals safe is the priority. See ‘Interventions for meltdowns’, below.)

The Explosive Child

Dr. Ross Greene has studied and written extensively about what he describes as the ‘inflexible-explosive child’, and has written a book titled: The Explosive Child (HarperCollins), full of fascinating facts and tips.

Rebecca Law, American advocate for autistic children and their families, states in her paper (based on Dr. Green’s concepts): ‘Thoughtful response to agitation, escalation and meltdowns In children with autism spectrum disorders’:

Children playing - for autism article on‘Inflexible and explosive children have difficulty managing and controlling emotions associated with frustration. They also have difficulty thinking through ways of resolving frustrating situations. In these children, frustration (usually caused by a demand to ‘shift gears’) often leads to a state of ‘cognitive debilitation’.’

Her paper, based on Dr. Ross Greene’s work, details useful de-escalation techniques, including the tip to offer words that describe the mounting feelings. (E.g. “I know you are really mad that it is time to go! It is hard to stop playing with that toy. I understand.”) Green and Law also advocate framing requests (e.g. from the parent or educator to the child) as either A, B or C requests, with A being vital and non-negotiable (e.g. taking crucial medication), and C being not terribly important (e.g wearing a warm hat).

Law also includes this invaluable gem, which is aimed at the person who is addressing the autistic child who is in meltdown: ‘You need to stop talking, unless your words have a soothing effect [on the autistic individual].’.

Marvellous movement

Many families of autistic individuals, and autists themselves, say that using movement often helps disperse feelings associated with meltdown. Therefore, having a trampoline to ‘bounce out’ feelings can help, as can activities linked to pressure (e.g. pressing one’s hands against a wall, lying heavily over a Swiss ball, or lying under a weighted blanket, as examples.)

Interventions for meltdowns

A word on interventions for meltdowns – it may be useful, in more relaxed situations, to discuss with the autist their preferences for how their families or their educators ‘deal’ with future meltdowns. Sometimes physical interventions may be required to retain safety, e.g. if more modest de-escalation techniques haven’t worked – these interventions would be classed as restricting an individual’s movement, liberty or freedom to act independently. The National Autistic Society (NAS) states that almost everyone who is autistic has the ability to express a view on how they’d like to be treated, so consent for potential restraining actions should ideally be sought.

(NICE, the National Institute for Health & Care Excellence, advises – ‘Restrictive interventions should only be used if all attempts to diffuse the situation have failed, and the individual becomes aggressive or violent. if possible, an individual who is the same sex as the individual [that requires restraint] should carry out the restraint.’

Noticing triggers for autistic meltdown

A female child - for autism articleFinally, it’s worth as an autistic individual trying to work out one’s own triggers for meltdown – especially if it involves the more private meltdown, that could include self harm (which could in turn include self medicating with alcohol, for example, or controlling food intake.) Having the self awareness to see when one is out of ‘spoons‘, is feeling anxious, and could be triggered into meltdown, is a very valuable skillset to have!

Keeping items to hand that would be useful if one’s trying to manage feelings connected to meltdown (maybe beloved soft toys, weighted blankets, headphones and preferred music, etc) is also a useful way to manage the feelings – as is retreating to a safe place to mentally recalibrate, away from triggers and sensory challenges.

A little disclaimer – here at we don’t claim to be experts about Autism; the information we post here is based purely on our own exposure and experiences. We’d also love your feedback on our posts!