How to Redefine Stimming on an AAC Device

How many times have you heard someone say, “They’re just stimming on their device”? 😬

It’s almost always said with a sigh. Dismissively. Like it means the student is doing something wrong.

Like it means they’re not using their AAC “the right way.”

But what if we’ve been looking at this all wrong?

In developing this blog post, I teamed up with the brilliant Laura Hayes to zoom in on how AAC learners “stim” and what these behaviors can actually teach us about their communication, sensory needs, and learning style.

Stimming Has a Purpose

For AAC users, pressing buttons repetitively can serve as a regulatory or expressive purpose, just like bouncing a knee, flapping hands, or repeating a script can be. 

And when we redefine stimming, we unlock a whole new way to support AAC learners—both with self-regulation and meaningful communication.

Let’s break it down by looking at four common types of AAC stimming—and why they matter.

1. Exploration & Babbling

Just like babies babble before they talk, AAC users need time to explore their devices. Repetitive activations, off-topic selections, and seemingly “random” button presses are often a way to learn language and figure out how communication works.

Repetition isn’t “wrong.” It can be developmentally appropriate.

As AssistiveWare puts it: “Exploration is how learners figure out what their words mean.” 

We wouldn’t stop a toddler from babbling, so let’s not discourage an AAC user from doing the same

Tip: Attribute meaning to their selections. Respond as if they said it on purpose—even if you’re not sure. That’s how we build intention over time.

2. Specific or Preferred Vocabulary

You know that one button your student presses all the time? Maybe it’s “cookie,” “silly,” or “go.” Before you assume it’s just stimming, ask yourself:

Could this word be meaningful to them?

According to PrAACtical AAC, repeated use of certain vocabulary may reflect a motivation, emotion, or a favorite concept. This is a strength we can build on—not something to redirect.

Tip: Use their favorite word as an anchor. Model related words. Turn it into a game. Use it as a bridge to expand language.

When we ignore or discourage these patterns, we risk frustration, device abandonment, and missed opportunities for connection.

3. Echolalia & Scripting

Daniel Tiger. Baby Shark. “Let it gooooo.” Sound familiar?

Some AAC users script or use delayed echolalia—repeating chunks of language they’ve heard from songs, shows, or real-life conversations. If you're seeing this on an AAC device, it might reflect gestalt language at work..

Instead of shutting down these scripts, we should get curious. 

“What is the intention behind this repetition? What are they trying to say?”

By acknowledging the message, even when it’s scripted, we show our AAC users that their voice matters—and we give them the safety to keep exploring it.

For more on this, check out the Natural Language Acquisition Framework by Marge Blanc and follow @meaningfulspeech for practical tips.

4. Auditory Self-Stimulation

Some learners are drawn to the sound of their device. It soothes them. Regulates them. Or simply brings joy.

Repeatedly activating a message isn’t always communication—sometimes it’s self-stimulation. 

But here’s the key: that doesn’t make it less valid.

As AssistiveWare explains, “Regulation is a prerequisite for communication.” A student can’t engage in expressive language until their sensory and emotional needs are met.

So instead of choosing between regulation or communication—we can support both.

So… What Should We Do?

When we see repeated AAC behaviors, we don’t need to correct them. We need to get curious.

Here are some go-to questions:

• Is this helping the student regulate?

• Is this part of learning or exploration?

• Is this a favorite word or script with personal meaning?

• Could this be an attempt to communicate?

If the answer is “maybe,” we listen harder. Get into some detective work to try to understand it better.

If the answer is “yes,” we validate and model.

Stimming isn't the problem. Dismissal is.

Final Thoughts

Whether it’s joyful button tapping, a favorite phrase on repeat, or a soothing script from Bluey—every behavior tells a story. When we slow down and pay attention, we can turn those moments into powerful opportunities for connection.

Let’s stop labeling AAC behaviors as “non-functional.” Let’s redefine stimming as part of a learner’s voice—and give it the respect it deserves.

Want to Learn Even More?

If this is resonating, don’t miss Laura Hayes’ incredible presentation, “Stimming or Not Stimming, That is the Question” from AAC in the Cloud. It’s one of the best resources out there for understanding why AAC stimming happens, how it’s often misinterpreted, and how to support learners in neuro-affirming ways.

And her Talking with Tech episode gives a deeper look into why reframing AAC stimming is so important.

Interested in sharing this with your team? I created a free 16-page handout. Click the image below to access my freebie vault where you can find it alongside of lots of other helpful AAC resources.

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