Humming is a common form of self-stimulatory behavior, often called stimming, frequently observed in individuals on the autism spectrum. This repetitive vocalization serves as a mechanism for self-regulation, helping to manage internal states and external sensory input. The goal is not to eliminate the behavior entirely, as stimming fulfills a necessary function for emotional and sensory stability. Instead, the aim is to manage its frequency, volume, or context by introducing less disruptive substitute behaviors. Understanding the underlying reasons for the humming is the foundation for successful management. This article explores practical strategies for identifying the function of the behavior and implementing effective environmental and behavioral changes.
Identifying the Purpose of the Behavior
Before attempting any modification, it is important to understand the specific function the humming serves for the individual. The behavior is often linked to internal regulation, acting as a direct response to a need for sensory input or emotional processing. Sensory needs are a major driver, as humming provides auditory feedback or a way to regulate internal sensory systems. For example, the sound of their own humming may help block out overwhelming environmental noise or provide needed auditory stimulation when feeling under-stimulated.
The humming may also function as an emotional regulation or coping strategy. It is commonly used to manage intense feelings, such as anxiety, frustration, or excitement. Engaging in this repetitive, rhythmic sound provides a soothing effect, helping the individual process and stabilize their emotional state. Less commonly, the behavior may be a form of communication. It might occur solely when another person is present, signaling a need for attention or a desire to escape a task.
To accurately determine the function, caregivers should track the behavior systematically using an antecedent-behavior-consequence (ABC) chart. This involves noting what happens immediately before the humming (antecedent), the humming itself (behavior), and what happens immediately after (consequence). Tracking the time of day, setting, activity, and the presence of others can reveal patterns and triggers. For example, humming that increases during quiet, independent work may point to a need for sensory stimulation. Conversely, humming during a crowded outing suggests a need to cope with sensory overload.
Modifying the Environment and Sensory Input
Proactive strategies focus on adjusting the external environment or offering acceptable sensory alternatives to reduce the initial need to hum. Modifying the auditory landscape is a direct way to address sensory-related humming. If the humming is a response to excessive background noise (over-stimulation), noise-canceling headphones can filter out distracting sounds. Conversely, if the humming is a response to boredom or under-stimulation, offering structured auditory input, such as listening to music or a simple audio story, may satisfy the sensory need.
Incorporating proprioceptive and vestibular input into the daily routine can preempt the need for vocal self-regulation. Deep pressure, such as that provided by a weighted vest or a firm hug, offers calming input to the body’s internal sensors. Scheduled movement breaks, involving activities like jumping, spinning, or heavy work, provide necessary vestibular stimulation. This input helps regulate the nervous system, potentially reducing the individual’s reliance on humming for stability.
Structuring the physical and social setting can minimize anxiety-related humming. Unpredictable transitions or unexpected changes in routine are frequent triggers for anxiety. Using visual schedules and giving clear, verbal warnings before a change increases predictability and a sense of control. Creating a designated “quiet corner” or sensory-friendly space allows the individual to retreat for self-regulation before the humming behavior escalates.
Teaching Alternative Self-Regulation Techniques
Once the function of the humming is understood, the next step is teaching a less disruptive replacement behavior that serves the same sensory or emotional need. For auditory input seekers, acceptable alternatives include:
- Using a silent fidget toy.
- Chewing gum or a chewy tube.
- Humming quietly into a scarf.
- Humming quietly into a soft toy.
The goal is a substitute that is less noticeable but provides the same self-soothing feedback.
Redirection and prompting should be used consistently when the humming begins. This involves a simple verbal cue or a visual prompt, such as holding up a picture of the replacement behavior, to guide the individual. The cue should be brief and non-punitive, reminding the individual to switch to the alternative action. For example, a cue might be a gentle tap on the shoulder paired with the phrase, “Use your chew toy.”
The process of gradually reducing the humming’s volume or duration while encouraging the replacement behavior is known as shaping. When the individual uses the replacement technique, positive reinforcement should be used immediately. This reinforcement, which might be verbal praise, a preferred activity, or a small reward, increases the likelihood that the desired behavior will happen again. Consistently rewarding the use of the alternative skill teaches the individual a more socially acceptable way to achieve self-regulation.