What Are Finger Movements in Childhood?

Finger movements in childhood refer to repeated flicking, tapping, or unique finger motions that may seem purposeless.

These movements are often associated with autism but can also occur in children with other neurological differences or even in typically developing children.

When finger movements occur in an autistic child, it is important to understand that these movements do serve an important purpose. 

This ‘symphony of fingers’ is a way of regulating their body and nervous system. If the child is soothed by these movements, there may be no cause for concern. If the child is struggling with the stigma sometimes associated, there are suggestions here to help. 

Remember to love and affirm your child for who they are, without the expectation that they hide or camouflage some of their seemingly quirky habits. 

Recognizing Finger Movements

Here are some common finger movements.

• Wiggling fingers
• Tapping fingers repeatedly
• Flicking fingers
• Holding fingers in rigid positions
• Watching hands or fingers intently
• Rocking or flapping alongside finger movements

Understanding the Causes

Several factors can contribute to finger movements.

• Motor overflow: Excess movement that doesn’t serve an obvious function, often stemming from excitement or challenges in motor planning
• Motor stereotypies: Patterned, repetitive, involuntary movements that can occur in typically developing children and those with executive dysfunctioning differences like in ADHD
• Restricted & repetitive behaviors (RRB’s): Frequent movements or behaviors, such as flicking, rocking, tapping, or vocalizations, that may serve a self-regulatory function and are commonly associated with autism.
• Other diagnoses: Conditions like developmental coordination disorder, cerebral palsy, intellectual disability, or certain neurological conditions can also lead to finger movements.

Navigating Finger Movements: Pitfalls & Pearls

Pitfalls (Ways Parents Can Get This Wrong)

1. Ignoring your child’s feelings: Dismissing their concerns or the comfort they are getting from these movements can make them feel isolated and misunderstood
2. Shaming or punishing the behavior: These finger movements can be a wonderful coping technique for kids. It can be harmful to criticize your child for this
3. Asking them to stop: Finger movements are often functional and serve a self soothing function. Asking your child to stop can lead to frustration and a sense of failure.
4. Comparing them to other children: Comparisons will damage your child’s self-esteem and create unnecessary pressure
5. Focusing solely on the behavior: Usually finger movements are not happening in isolation. Your job as a parent is to address the underlying sensory needs

Pearls of Wisdom for Parents

1. Listen and empathize: Acknowledge their feelings and let them know you’re there to support them, creating a safe space for open communication
2. Provide alternatives: Offer fidget toys, textured bracelets, or other objects to occupy their hands, providing a healthy outlet for sensory needs
3. Encourage movement breaks: Regular physical activity can help regulate sensory needs and reduce the intensity of finger movements
4. Teach coping strategies: Deep breathing, yoga, or mindfulness exercises can help manage stress and anxiety that might trigger the movements, empowering your child with self-regulation tools.
5. Celebrate their strengths: Focus on their unique abilities and talents, fostering a positive self-image and building confidence

When to Seek Help

Remember that these finger movements are generally not a problem. If your child is enjoying these self-soothing activities, there’s no reason to do anything. The time to get concerned is when they are having trouble socially or in other areas.

• If your child is experiencing negative impacts at school or in social situations due to the finger movements, consider consulting with an occupational therapist or psychologist
• If the movements are accompanied by other concerning symptoms, such as delays in development or significant social or communication difficulties, consider getting a comprehensive psychological evaluation
• If your child has a diagnosed condition like autism and may need additional support at school through an IEP or 504 Plan, consider getting an evaluation at school by reaching out to the administration or special education team

Nurturing the Symphony of Movement

Remember, every child develops at their own pace, and their movements are part of their unique symphony.

With understanding, patience, and the right support, you can help your child navigate their journey with confidence and joy. By embracing their individuality and celebrating their strengths, you can create a harmonious environment where they can flourish.

Book resources on finger movements in childhood

[1] Kroncke, Willard, & Huckabee (2016). Assessment of autism spectrum disorder: Critical issues in clinical forensic and school settings. Springer, San Francisco. 

[2] Fein, Deborah (2011). The Neuropsychology of Autism. 

[3] Mahone, Mark E.; Ryan, Matthew; Ferenc, Lisa; Morris-Berry, Christina; Singer, Harvey, S. (2014). Neuropsychological function in children with primary complex motor stereotypies. Developmental Medicine & Child Neurology.  

[4] Goldman, S., Wang, C., Salgado, M. W., Greene, P. E., Kim, M., & Rapin, I. (2009). Motor stereotypies in children with autism and other developmental disorders. Developmental Medicine & Child Neurology, 51(1), 30-38.