刻板動作是身心障礙兒童顯而易見的普遍特徵，依其嚴重程度對兒童的參與有不同程度的影響。然而，刻板動作的出現確實有其功能與意義，是身心障礙孩童傳達需求與意圖的溝通管道。本文目的在於從醫療的取向出發，藉由感覺調節的觀點來詮釋刻板行為，賦予刻板動作功能與意義；並呼應功能分析對刻板行為的解釋，詴圖與教育的取向做出連結。基於生理恆定的概念，調節刻板動作潛在對刺激尋求與逃避的狀態，在融合情境中教導與安排感覺為基礎的活動，因而建議另一種刻板動作處置可考慮的方式。教育現場應落實專業團隊的運作，加強特教與醫療的合作，秉持績效責任與實証基礎，以增進孩子功能與協助擴大參與。

Stereotyped movements are the obvious common characteristics in children with disabilities, there is various degree influence according to its order of severity to child's participation. However, the emergence of stereotyped movements has the functional meaning existence exactly, delivering the needs and intentions of disabled children with the communication channel. The purpose of this article is from a medical point of view, stereotyped movements are interpreted by sensory processing and give meanings of function; and there is adoption of functional analysis to the explanation of stereotyped movements, trying to make a link with the educational point of view. The stimulating states of sensory seeking and sensory avoiding were based on the concept of homeostasis to modulate stereotyped movements, teaching and arranging sensory-based activities in inclusion context, another treatment for stereotyped movements could be considered. It was ought to carry out the professional team operation in school, strengthening cooperation in special education and medical care; upholding the accountability and empirical foundation to help children improve function and participation.