Some forms involve stereotyped and repetitive motor mannerisms or use of language. Common examples of
Verbal stereotypy is a nonpropositional utterance characterized by repetition of a syllable, word, or phrase (e.g., “ba-ba-ba,” “yep,” “bloody hell,” “wait a minute”), typically used in high frequencies and as emotional exclamations (Alajouanine, 1956).
Self-stimulatory behavior is often referred to as “stimming” or “stereotypy” and is stereotypical of autism. It includes repetitive behavior such as rapidly flapping their hands, rocking, repeating phrases or even sounds, moving things in front of their eyes, etc.
Stereotyped language
Sometimes this is very obvious (for example, a younger child using phrases such as: “oh for crying out loud” / “let's get back to work” / "let's get a bit of fresh air in here” / “I'm in my element with this spanner” / “it's a piece of cake” / “you're full of surprises aren't you?”).
Stereotyped language is any that assumes a stereotype about a group of people. For example, don't assume a common stereotype about blonde women: Incorrect: Although she was blonde, Mary was still intelligent. Revised: Mary was intelligent.
Biased language is most often seen in reference to gender, however, it can also be applied to sexual orientation, ethnicity, religion, race or even political affiliation. Stereotypical language assumes a particular stereotype about a group or class of people. For example, the 'blonde joke'.
Biased language contains words or phrases that are offensive, prejudiced, excluding, or hurtful. It makes certain people or groups feel misunderstood, cast out, or misrepresented. It's typically the result of outdated social norms and historical oppression.
For example, let's say an autistic child's Aunt Mary always takes him to a certain park. In his brain, he links Aunt Mary with that park, so he may say: “Aunt Mary” instead of “I want to go to the park.” Most other people wouldn't understand the connection, but it's the child's attempt at communication.
Here are some examples of stereotypes to help you become more aware of them in your day-to-day life, and to avoid them. Girls are more docile and want to please others. Boys are not as good at listening to instructions and are less attentive. Girls will sometimes sulk too long over next to nothing.
Special-interest topics may be commonplace — things such as trains, gardening or animals — but people on the spectrum sometimes gravitate toward more quirky fascinations such as toilet brushes, tsunamis or office supplies.
One of the hallmark features of an autism spectrum disorder is the presence of restrictive and repetitive behaviors (RRBs), interests, and activities. Individuals may engage in stereotyped and repetitive motor movements (e.g., hand flapping or lining up items) or speech (e.g., echolalia).
What is stereotypic behaviour? Stereotypic behaviour has been defined as a repetitive, invariant behaviour pattern with no obvious goal or function.
Menerism.
STEREOTYPICAL (adjective) definition and synonyms | Macmillan Dictionary.
: something conforming to a fixed or general pattern. especially : a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.
excessive repetitions of phrases, revisions of ideas, filler words such as “um” or “uh” excessive over-coarticulation. Sounds in words run together and sounds or syllables may be deleted. For example, “It's like this” may sound like, “slikethi.”
Speech pattern is marked by a lack of rhythm, odd inflection or monotone pitch. Isolation from social settings due to poor social skills and limited interests. Impaired ability to use or understand non-verbal behavior such as eye gaze, facial expressions or body language.
People diagnosed with autism normally use idiosyncratic speech that make little sense to those who are not familiar with them. These individuals also use odd tones, where the speeches are characterized by rises at the end of sentences and are rather monotonous.
Many children diagnosed with autism spectrum disorder (ASD) may struggle to use expressive language and communicate their feelings. They may talk very little for their age or not at all, have trouble starting or maintaining a conversation, or repeat words or phases they just heard.
They might talk 'at' others rather than having a 'back and forth' conversation, or talk mostly about their topics of interest. In interactions with others, they may not understand facial expressions and non-verbal cues, have difficulty with small talk and have a limited range of responses in social situations.
When children have Expressive Language Disorder, their ability to use words is lower than their comprehension of language and other abilities. When children have Receptive Language Disorder, their ability to understand and comprehend language is at a lower level than their expressive language and other abilities.
Lower or working-class individuals are less likely to graduate high school. More likely to commit crime. More likely to be obese. To be portrayed as physically out of control, loud, overly sexual, and dress in loud and inappropriate clothing.
Words like “blacklist” are an example of bias language and imply Black is bad and White (e.g. “whitelist”) is good. A sentence using bias like “blacklist” might turn off Black candidates. Example of bias in a sentence: “Mail control and blacklist monitoring.”
Use more neutral alternatives when gender is not important to the idea you are getting across. For example, use chairperson or chair instead of chairman, fire fighter instead of fireman, or sales person instead of salesman.