Many teachers and parents of young children with disabilities, particularly autism spectrum disorder (ASD), are familiar with young children who engage in repetitive and restrictive behaviors such as flapping, spinning, and rocking. This type of restrictive and repetitive behavior, or stereotypy, can be common, over time it can become problematic or more intensive. Stereotypy needs to be evaluated as a challenging behavior if it is interfering with learning/living skills or is dangerous. The Division for Early Childhood (DEC) of the Council for Exceptional Children's Recommended Practices (A4) guide practitioners to conduct assessment that include all areas of development and behavior to learn about the child's strengths, needs, preferences, and interests (DEC, 2014). In this article, the authors provide information that parents and practitioners can use to help them decide whether and when stereotypy requires intervention along with strategies that can possibly decrease the rate of stereotypic behavior to minimize interference with living/learning skills, social acceptance and injury. There are many options of interventions for teachers and parents to use to help the child decrease stereotypy while increasing other more positive skills.