Obsessiveness as Fixation in Autism

Fixation of autistic children on their peers is behavior characterized by excessive interest and attention or stereotyped actions. These may manifest as constant watching, repetitive questions, physical closeness (violating personal space), or attempts to involve others in ritualized games. This phenomenon has many causes and, accordingly, strategies to correct behavior when obsessiveness is excessive.

1. One of the main reasons for fixation on others is attempts at social interaction. Autistic individuals often struggle with initiating contact. Fixation can be a form of striving for communication, but due to a lack of understanding of social norms, it appears as obsessiveness. For example, the child repeats the same phrases or actions trying to establish a connection.
2. Sensory stimulation also plays an important role. Certain traits of other children (movements, voice, clothing) may attract an autistic child as a source of sensory experience. For example, rhythmic rocking or bright visual elements become objects of fixation for self-regulation.
3. Rigidity of thinking and a need for routine also contribute. The habit of interacting with a particular child according to a fixed scenario (such as always asking the same question) reflects a desire for predictability, while breaking this pattern causes anxiety.
4. Emotional regulation is connected as well: fixation helps reduce anxiety in new situations. The child uses a familiar peer as a “security anchor” in unfamiliar settings — for example, on the playground.
5. A deficit in communication skills leads to an inability to express needs verbally, which in turn causes inadequate forms of interaction: the child may push other children to attract attention or repetitively call their name.

Among behavior correction strategies, structuring social interaction stands out.

• Visual aids can be used — PECS cards or social stories to explain the steps of communication (“say hello” — “ask a question” — “wait for an answer”).
• Clear time limits should be set — use a timer for interactions, indicating how long to spend playing with a certain child before taking a break.
• Relationships can be improved through games with pre-planned scenarios. These should be simple games with rules (e.g., assembling a puzzle together), where each participant’s role is defined.

Social skills development can be approached in various ways.

• Role-playing involves reenacting situations that may arise in real life, using toys.
• “Social cards” are also used — sets of photos depicting emotions, with explanations of their meanings and how to respond.
• Alternative reactions should be encouraged: if the child pulls another’s hand, teach them to use gestures or cards with written requests.

Working with sensory needs involves:

• Targeted stimulation. If the child is attracted by the movements of others, offer replacements — jumping on a trampoline, swinging, rocking in a hammock, or any other activity.
• To avoid overload, sensory breaks are necessary: upon signs of overload (e.g., rapid breathing), a pause should follow — spending time in a quiet corner with soft lighting and noise-cancelling headphones.

Developing cognitive flexibility should be gradual.

• If the child is fixated on one peer, introduce change by presenting a “new friend” through a mediator — during joint activities with a teacher. Interaction time should initially last a couple of minutes and then gradually increase.
• Tools to overcome anxiety include “support circles” — a diagram with photos of people the child can interact with. The central circle is “close people,” the next is “acquaintances,” and the outer circle is “strangers.”

It is unacceptable to suppress fixation simply by forbidding it. Abrupt changes in autistic behavior, especially forced ones, increase anxiety. Therefore, first, offer alternatives and then gently redirect attention. Overall, fixation on other children is a complex but correctable aspect of autism. The key to success lies in combining structured social skills training, considering sensory profiles, and gradually increasing behavioral diversity.

Early and consistent correction helps transform fixation into healthy interaction. However, it is important to remember that autism underlies such behavior, and reducing autism itself will make it easier to teach social norms. Currently, the most effective and fastest way to achieve this is cell therapy — an innovative technology based on stem cell transplantation. It is also safe because using the patient’s own stem cells eliminates rejection and is highly natural since it stimulates innate regenerative capabilities.

Breakthroughs in research occurred after it was discovered that stem cells, being the body’s basic elements, can not only transform into any other cells but also identify those functioning improperly, replacing them with healthy counterparts. This process leads to normalization of brain and nervous system functions soon after the procedure, stabilizing behavior and accelerating development and skill acquisition or improvement. Additionally, the severity of disorder symptoms decreases and often disappears entirely. Such changes last for many years, often a lifetime, significantly enhancing the effectiveness of supportive interventions.

Cell therapy, once considered experimental, is now widely recognized and may become the main method to combat autism spectrum disorders and their symptoms. It is practiced in leading clinics worldwide, including the Mardaleishvili Medical Center, which has accumulated extensive successful experience with stem cell transplantation. Their highly qualified specialists possess modern equipment needed to achieve the best therapeutic outcomes. Service meets the highest international standards while being more affordable than in other countries with advanced healthcare systems. An important advantage is comprehensive support in planning travel and addressing issues related to accommodation during rehabilitation.

Use cell therapy — a chance for your child’s healthy development!