Understanding the early signs of autism can be a daunting task for any parent. This guide seeks to illuminate the path by pinpointing key red flags that may indicate the need for a professional evaluation.
Autism Spectrum Disorder (ASD) manifests uniquely in each child, but early detection is crucial to accessing the services and support that can lead to greater developmental progress and improved outcomes. Let’s explore the behaviors and traits to watch for that may suggest your child is on the autism spectrum.
Lack of Social Reciprocity
It’s important to observe how a child interacts with others. A noticeable lack of interest in peers, avoidance of eye contact, or not responding to their names by 12 months can be early indicators of ASD. Pay attention to whether your child seems to understand social cues and if they engage in play that involves give-and-take with others.
Children with autism might also show difficulties in playing social games or imitating the actions of others.1 Instead, they may prefer solitary activities and play independently rather than seeking shared enjoyment. This particular sign is more evident in group settings where the child may seem disconnected from their peers.
Another red flag is if your child exhibits difficulties in expressing their needs and wants in a social context. Unlike their typically developing counterparts, children on the spectrum may have problems using gestures, facial expressions, or socially expected phrases to communicate effectively with others. From behaviours such as hand flapping to a lack of interest in joint attention (sharing focus with others), any communication differences should be closely monitored. It’s always better to consult with a professional if these behaviors persist.
Repetitive Behaviors and Routines
Children with autism often have a strong preference for routines and may become distressed with small changes. This insistence on sameness can manifest in various ways such as needing to eat the same food daily, follow a specific route, or play with the same toy exclusively.
Repetitive behaviors are also a hallmark of autism.2 These can include simple actions such as flapping hands, rocking back and forth, or more complex routines that the child insists on performing in the same manner. These behaviors are often soothing for the child and can be quite pronounced when the child is either excited or stressed.
Moreover, an intense preoccupation with a narrow topic of interest is commonly observed in children on the spectrum. These interests may be age-inappropriate, unusually intense, or focused on collecting specific types of objects or information about a subject.
Communication Challenges
The development of language skills can be delayed in children with ASD. Though this isn’t the case for all, some may not speak at all or have limited speech. Those who do talk might have a flat or sing-song tone that lacks the usual inflections of typical speech patterns.
Children on the spectrum may also take language literally, struggling to understand idioms, humor, or sarcasm. Misunderstandings and confusion can arise when figurative language is used. Parents should note whether their child can follow two-step commands or understand questions pertaining to who, what, where, why, and how.
Additionally, echolalia, or the repetition of words and phrases, is common in children with ASD. This can include immediate or delayed repeating of what they have heard, sometimes without apparent understanding or context.
Sensory Sensitivities
Many children with ASD have unusual reactions to sensory stimuli.3 They may be overly sensitive (hypersensitive) to sounds, lights, textures, tastes, smells, or pain. For example, normal household noises could seem intolerably loud to them, or the feel of certain fabrics may be unbearable.
Conversely, some children may seek out intense sensory experiences, such as spinning, watching spinning objects for extended periods, or touching surfaces repeatedly. This under-responsiveness (hypersensitivity) to sensory input can be just as indicative of autism as hypersensitivity.
Additionally, some may experience difficulty with motor coordination, impacting their ability to engage in play that involves fine motor skills like coloring, or gross motor skills such as riding a bike. These sensory and motor issues can significantly affect a child’s daily activities and interactions.
Uneven Cognitive Abilities
Children with ASD often display disparities in their cognitive abilities4. It’s not uncommon for a child to be highly skilled in certain areas, like numbers, while struggling in others, such as understanding abstract concepts. These uneven skills can provide clues to underlying developmental concerns.
Problems with executive functioning may also present, making it challenging for the child to switch from one activity to another, plan ahead, or organize their thoughts. Parents might notice that their child has a short attention span for most activities, but can spend hours on a singular, often repetitive task.
Furthermore, some children with ASD may show remarkable memory skills, particularly in areas related to their specific interests. This can manifest as an ability to recall facts in great detail or remember schedules precisely without relying on reminders or notes.
Emotional Regulation Difficulties
Emotion regulation can be particularly challenging for children on the autism spectrum. 5They may experience meltdowns or tantrums in response to what seems like a minor provocation or become excessively distressed with transitions or changes to their routine.
These children might also show a lack of awareness of their emotional states or struggle to communicate their feelings effectively. This difficulty can lead to increased frustration and anxiety, which can exacerbate behavioral challenges and social isolation.
Additionally, it can be hard for children with ASD to understand and empathize with the emotions of others, often leading to social misunderstandings or conflicts. As they grow, they may need explicit coaching to learn how to recognize and respond appropriately to social and emotional cues.
Delayed Play Milestones
Finally, parents should observe their child’s play milestones. A delay in pretend play – such as not engaging in “feeding” a doll or not using objects as substitutes, like using a block as a phone – can be a signal of autism. This type of play typically develops around 18 months of age in neurotypical children.
Autistic children may also have difficulties with joint attention, the shared focus on an object or activity with another person. 6They may not point at objects to show interest or look at objects when someone else points to them, which can impact their ability to learn through interactive play.
Moreover, a child’s attachment to unusual objects rather than age-appropriate toys or lack of variety in play activities can be indicators. For instance, being overly fixated on parts of toys, like the wheels of cars, rather than playing with the toy as a whole, warrants attention.
In conclusion, if your child exhibits any of these red flags, don’t panic. Every child develops at their own pace, and these signs may not necessarily indicate autism. However, it’s always better to voice your concerns with a healthcare professional who can guide you in accessing early interventions and services that promote healthy development and support your child’s unique needs.
In certain instances, as a parent, consider taking a step back from parenting challenges and immersing yourself in a wellness and mindfulness retreat designed to rejuvenate the mind and spirit. In the serene setting of such a retreat, you can find solace and guidance as you navigate the intricacies of your child’s unique developmental journey.
- Hamilton, A. F. D. C. (2008). Emulation and mimicry for social interaction: A theoretical approach to imitation in autism. Quarterly Journal of Experimental Psychology, 61(1), 101-115. ↩︎
- Leekam, S. R., Prior, M. R., & Uljarevic, M. (2011). Restricted and repetitive behaviors in autism spectrum disorders: a review of research in the last decade. Psychological bulletin, 137(4), 562. ↩︎
- Posar, A., & Visconti, P. (2018). Sensory abnormalities in children with autism spectrum disorder. Jornal de pediatria, 94(4), 342-350. ↩︎
- Joseph, R. M., Tager‐Flusberg, H., & Lord, C. (2002). Cognitive profiles and social‐communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 43(6), 807-821. ↩︎
- Mazefsky, C. A., & White, S. W. (2014). Emotion regulation: Concepts & practice in autism spectrum disorder. Child and Adolescent Psychiatric Clinics, 23(1), 15-24. ↩︎
- Bruinsma, Y., Koegel, R. L., & Koegel, L. K. (2004). Joint attention and children with autism: A review of the literature. Mental retardation and developmental disabilities research reviews, 10(3), 169-175. ↩︎
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