<![CDATA[Children with autism spectrum disorder (ASD) frequently display attentional difficulties and repetitive behaviors that are often understood merely as disruptive symptoms. This article aims to analyze sensory sensitivity and repetitive behavior in a child with autism not as isolated symptoms, but as a coping mechanism toward environmental sensory load, using a single case study approach on a child (initials MRS, 7 years 2 months) enrolled in an inclusive kindergarten. Data were obtained through structured interviews with the parent and special assistant teacher, analyzed qualitatively-descriptively, and examined against Sensory Integration theory and recent literature on restricted and repetitive behaviors (RRB). The analysis shows a pattern of hyper-responsivity to auditory and visual stimuli in a crowded regular classroom, along with stimming behaviors and repetitive imaginative play that consistently emerge in high sensory-load situations, consistent with recent findings that repetitive behavior functions to regulate arousal and restore sensory balance. Practical implications include the need for sensory environmental modification in inclusive schools and an Individualized Education Program (IEP) that manages sensory triggers rather than merely suppressing repetitive behavior.]]>
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