04/18/2026
With it being April, Autism Awareness Month, I wanted to share.
This past week I’ve been doing a lot of observing, not intervening, just really sitting back and paying attention to behaviors, reactions, and interactions. Just sitting and watching has given me so many answers, yet I’m left with so many more questions.
In my observation, it appears that behaviors such as running and biting can be some of the most challenging for caregivers and educators when working with children diagnosed with ASD. However these behaviors typically don’t happen “out of nowhere.” They are forms of communication due to a need, want, or an internal experience the child may not yet have the tools to verbalize.
Before I go any further, it’s important to understand that all ASD is not the same. Autism exists on a spectrum, with different levels of support needs. What one child experiences or displays may look completely different from another.
In recent months, I’ve been working more closely with a younger population, and I’ve observed these behaviors showing up more frequently. Running (elopement) and biting often increase when a child feels overwhelmed, overstimulated, or simply doesn’t yet have the tools to express what they need. It leads me to reflect on the difference in what I’m observing now compared to my previous population of much older youth. My assumption is that by the time many children diagnosed with ASD reach high school age, they’ve developed skills to help regulate their emotions and learned more effective ways of communicating their needs, though support is still very much needed.
I began working with one particular child on the spectrum who was not very verbal, and instead of using words, they would gently tap my hand when they wanted to express something. I noticed it early in our interaction. That small action spoke volumes. Their behavior introduced me to them and gave me clues, it was their way of seeking connection, attention, and sometimes help.
On the other hand, I’ve worked with a teenage client who would rock, wring their fingers together, and muddle their words, all clues that there was a need.
As clinicians, educators, parents, and advocates, we want to know how to stop the behaviors. But a more effective/useful question is:
“What is this child trying to communicate?”
When we shift our perspective, we can:
• Identify triggers
• Teach safer ways to communicate needs
• Provide sensory supports and calming strategies
• Create structure and predictability
I’ve found that Incorporating skills from evidence-based modalities, such as DBT (Dialectical Behavior Therapy), especially grounding through the 5 senses to be very helpful:
• What can they see?
• What can they hear?
• What can they feel?
• What can they smell?
• What can they taste?
It helps support regulation and bring them back to a calmer, more connected state. Although it may not feel like it in the moment, behavior is NOT the problem, it’s the clue.
I want to emphasize that I am in no way minimizing how difficult and stressful these behaviors can be for educators and caregivers. Managing safety, supporting the child, and maintaining structure all at once is no small task.
Assessing and prescribing a treatment plan is only one part of the equation, implementation is the real work. The modalities, treatment plans, goals, and objectives may seem simple when written out, but I FULLY understand, and am actively observing, how difficult implementation can be in real time.
I also want to note, at Dynamic, we are not Board Certified Behavior Analysts (BCBAs), nor do we provide ABA services(at this time). We are Licensed Mental Health Professionals. Our training comes from a clinical mental health perspective, where we focus on understanding behavior, emotional regulation, and communication.
Together, with patience, consistency, and understanding, we can help children feel safe, heard, and supported, while also supporting the adults doing the hard work alongside them.
