Enhancing Self-Determination and Resilience in Autistic Youth and Adults  – Women’s eNews

Restricted and repetitive behaviors, along with strong preferences for sameness in both behavior and environment, are noted as hallmark features of autism spectrum disorder (ASD). Structured routines are often introduced with the intention of providing safety, comfort, and a sense of stability for autistic and intellectually disabled children. While these supports can be invaluable, an overreliance on sameness may also carry unintended consequences. When predictability becomes the only available coping strategy, opportunities to build flexibility and resilience can be reduced. This can leave children more susceptible to heightened anxiety, feelings of helplessness, and avoidance when faced with change. In such moments, even seemingly small shifts such as the arrival of a new staff member or a minor adjustment in schedule may feel overwhelming and present extreme challenges when navigated.

Children on the autism spectrum may experience significant challenges when asked to move away from familiar routines or to apply newly learned skills across different settings. These challenges can make the process of generalizing skills more difficult and require thoughtful, supportive approaches.

References to rigidity as a clinical feature are found in the description of autism in the DSM-5-TR (under ‘Autistic Spectrum Disorder’) and include stereotyped or repetitive movements or speech, insistence on sameness, inflexible adherence to routines, ritualized patterns or verbal non-verbal behavior, rigid thinking, and highly restricted or fixed interests. These different facets of rigidity, along with others, have a profound impact on day-to-day social interactions and often affect school or work performance as well as wellbeing. 

However, behavioral rigidity is not inherently negative; it often reflects a person’s need for predictability, comfort, or focus, and can play an important role in supporting their well-being and daily functioning. Some people may show strength in certain areas because of traits often described as rigidity. For example, in school, work settings, paying close attention to details, being comfortable with repetitive tasks, having deep interests in specific topics can be helpful. Likewise, research shows that students often learn better in structured classrooms that include their special interests.

Suppressing Natural Repetitive Behaviors (stimming) May Have a Negative Impact

‘If I don’t do it, I’m out of rhythm and I can’t focus as well.’

Interviews with autistic adults have revealed two central themes regarding stimming: first, its role as a self-regulatory strategy, and second, its frequent lack of social acceptance, which may shift when greater understanding is fostered. Participants emphasized that stimming serves as an adaptive mechanism, supporting emotional regulation and expression of intense feelings or thoughts. Many individuals expressed concern about interventions that seek to suppress or eliminate stimming, underscoring instead the value of recognizing it as a meaningful and functional aspect of their lived experience.

Despite this, interventions that attempt to reduce or eliminate stimming continue to be used, even though strong evidence supporting their effectiveness or ethical justification is lacking. Increasingly, scholars and clinicians acknowledge the limitations in current understandings of stimming and the interventions designed to address it. Nonetheless, such treatments often remain prevalent, partly because many parents and caregivers perceive stimming as highly visible and socially stigmatizing. 

The stigma around stimming–alongside widespread interventions–has led many autistic people to alter or eliminate their stimming. Such alterations in behavior are often referred to as “masking” by the autistic community. Masking has been qualitatively described as akin to suppressing an itch one has to scratch, or “holding back something you want to say.” ‘Autistic scholar-activists have criticized efforts to extinguish stimming as attempts to reduce autistic agency and autonomy.’ 

Autistic adults frequently describe the experience of masking as physically and emotionally exhausting, at times overwhelming, and in some circumstances not possible to sustain. Masking, concealing or altering natural responses and behaviors in order to appear more socially acceptable has been identified as a unique risk factor for suicidality within autistic populations. These findings underscore the importance of developing a deeper understanding of autistic individuals’ lived experiences, particularly those related to stimming. Stimming may not only provide regulation and comfort but may also serve communicative and expressive functions, aspects that remain underexplored in research. Recognizing and valuing these experiences is essential for supporting the well-being and positive development of autistic people. People with autism and intellectual disabilities, like everyone else, have the right and desire to work toward meaningful life goals.

Supporting the development of self-determination for autistic youth and for those with learning disabilities is closely linked to enhanced quality of life and more positive adulthood outcomes. Conceptualising self-determination through an ecological framework that recognises the dynamic interaction between the individual and their surrounding environments offers a valuable bridge between intervention research and educational practice. Differences in executive functioning also require careful consideration when designing and implementing self-determination supports. Skills such as planning multi-step tasks, adapting to new situations, and processing novel information can influence how self-determination is expressed and supported. Goal setting and attainment, key aspects of self-determined behaviour, may also present challenges due to the sequential and complex nature of goal-directed action.

Other challenges such as differences in social communication and interaction can at times reduce opportunities for the spontaneous demonstration of skills, which may increase reliance on adult prompting and support. Similarly, instructional practices that rely heavily on rigid stimulus control can inadvertently foster prompt dependence, limiting opportunities for autonomy and initiative. Over time, this dependence on rigid structures may reduce a child’s ability to develop essential adaptive skills and autonomy. In some cases, the child becomes conditioned to expect others to manage and prevent change on their behalf. This dynamic contributes to learned helplessness, where the child may begin to believe that they are incapable of managing new or unpredictable situations, thereby reinforcing avoidance and increasing vulnerability to anxiety.

Ultimately, fostering self-determination within an ecological framework involves creating environments that support the fundamental needs for autonomy, competence, and relatedness. By aligning support with individual strengths, interests, and executive functioning profiles, educators and practitioners can promote more equitable opportunities for autistic youth and  adults to develop self-determined lives.

Strategies for creating predictable routines with flexibility

Structuring routines is best practice for minimising current resistance to change. But complete structure is impractical and flexibility in early life may actually reduce later resistance by supporting cognitive development.  Recognizing and incorporating areas of personal interest within educational and support settings provides meaningful opportunities for choice and preference expression, thereby increasing motivation, engagement, and self-advocacy. Emerging evidence suggests that interventions situated in authentic, real-world contexts can foster self-determination for autistic and learning disabled individuals, although further research is needed to clarify the role of specific environmental influences. Self-determination has been consistently recognized as an important factor in successful transition from school to adulthood. 

Children need to feel like they are in control of flexibility but they also need support in choice making. 

Embedding opportunities for choice-making and providing individualized support allow children to feel respected and empowered in their daily lives. Evidence-informed strategies such as visual schedules, social narratives, and clear, affirming communication can prepare children for transitions and new experiences in ways that foster trust and reduce anxiety. In addition, real-world practice—through role-playing, scaffolded participation in community activities, and gradual exposure to change—can strengthen coping skills, increase confidence, and promote meaningful participation across contexts.

Family Centered Therapy places the family at the center of the therapeutic intervention; it is based on the assumption that the child develops best when the entire family’s needs are considered. Family-centered care is characterized by applying respectful attitudes toward families, sharing information that enables informed decisions, and addressing family choices and priorities by creating teamwork and an equal partnership with the entire family.

Interventions targeting self-determination (e.g. setting personal goals, choice-making) in real-world settings can boost life outcomes.

Supporting children and adults in navigating change and coping skills requires a balanced approach—one that respects the need for predictability while nurturing adaptability and resilience. By shifting from rigid control to supportive flexibility, and supporting repetitive behavior (stimming) as a means for coping, families, caregivers and educators can foster environments where neurodivergent individuals not only feel safe but also empowered to grow.