Repetition in autism is meaningful, not pointless
By Helen Edgar and David Gray-Hammond · From the Re-Storying Autism workbook, Module 4
One of the most persistent myths about Autistic play is that highly repetitive play means that your children will not be learning ‘properly’ or get the breadth of experience they need. In reality, repetition is often how Autistic people explore variation, mastery, and control as they tend to go deeper into their play. Each repeated action may include subtle differences in pressure, speed, sequencing, sensory input, or outcome. What looks “the same” from the outside can be richly different on the inside for the person playing and experiencing it. Repetitive play or highly interest-driven play on a set theme or topic can support:
- sensory regulation
- predictability and safety
- emotional processing
- motor planning
- confidence
- nervous and sensory system balancing
- communication skills
Trying to force change too quickly can break this process. We need to provide environments that allow Autistic attention and play to unfold at the child’s pace. Keeping to routines instead of strict schedules can help and collaborating with your child about how they feel and what they can manage. Being flexible is often the key and letting go of expectations of how we think they ‘should’ be learning or playing. It can be a good idea to gently offer invitations to play to gently expand your child’s interests such as adding in new resources or materials to a familiar play routine every so often to see if they are interested.