Every parent wants to understand their child’s development better.
We know how overwhelming it can be when questions come up about your toddler’s growth and behaviors. As parents and caregivers, watching our little ones develop brings both joy and natural concerns.
Starting the Journey Together
This guide aims to provide clear, straightforward information about early autism spectrum[1] signs. We’re here to share reliable information that can help parents notice important developmental patterns.
Autism Spectrum Differences
Autism spectrum differences show up in how children communicate[2], interact, and process their surroundings. Each child shows their own unique combination of traits and abilities.
- Every child develops[3] at their own pace
- Signs can appear differently in each child
- Early awareness helps support development
The spectrum nature means there’s a wide range of ways these differences can appear. We see varying levels of support needs, with some children needing minimal assistance and others benefiting from more comprehensive support.
Recognizing signs early helps families access useful resources and support systems. This often leads to better outcomes as children grow and develop their unique strengths.
Typical Development and Variations in Toddlers
Social Interaction Progress
We often see toddlers develop their social skills[4] in a step-by-step way. Most toddlers start showing interest in other kids around age 2.
They might play next to others first, then slowly start playing with them. By age 3, many share toys and take part in simple games.
Communication Growth
- 12-18 months: First words appear
- 18-24 months: Two-word phrases start forming
- 2-3 years: Short sentences emerge
- 3-4 years: Full conversations begin
Physical Development
Physical skills usually build on each other. Walking leads to running, then jumping and climbing. Fine motor skills move from grabbing objects to using crayons to trying buttons and zippers.
Natural Development Differences
Every child grows at their own pace. Some talk early but walk late. Others might master physical skills before speaking clearly. These differences are normal and expected.
Looking at Red Flags
While development varies, some signs might need extra attention. We look for these basic markers:
- No words by 16 months
- No eye contact during interactions
- Loss of skills that were there before
- Limited interest in other people
| Age | Typical Development | Potential Red Flags |
|---|---|---|
| 1 year | Walking while holding onto furniture, Responds to simple verbal requests, Uses simple gestures (e.g., shaking head for “no”) | Not crawling, Not standing when supported, Does not use gestures, Does not look for objects that are hidden while they watch |
| 2 years | Runs well, Understands simple commands, Begins to identify shapes and colors | Does not use two-word sentences, Does not copy actions or words, Has difficulty walking |
| 3 years | Climbs well, Speaks in sentences, Understands the idea of “mine” and “yours” | Can’t work simple toys (such as peg boards), Cannot understand simple instructions, Loss of skills they once had |
| 4 years | Sings a song or says a poem from memory, Knows some basic rules of grammar, Can name some colours and numbers, Plays cooperatively with other children | Cannot throw a ball overhand, Cannot jump in place, Cannot ride a tricycle, Cannot stack four blocks, Still clings or cries whenever his or her parents are out of sight |
If we notice these signs, talking to a pediatrician helps us understand what’s happening. They can guide us on next steps and proper support options
Early Signs of Autism in 12-24 Month Olds
Social Interaction Patterns
Many toddlers between 12-24 months show specific social behaviors that parents can notice. We often see variations in how children interact with others during this age range.
- When called by name, some toddlers may not consistently turn or respond
- Eye contact might be brief or absent during interactions
- Smiling back at others may happen less often
- Sharing attention with others (like pointing at things) might be limited
Communication Markers
Communication develops at different rates for each child. Here are some common patterns we notice in this age group:
- Babbling might be less frequent or sound different than expected
- First words may come later or be used differently
- Hand gestures like waving or pointing might be limited
Behavioral Patterns
Certain behaviors may appear more noticeable during this stage of development:
- Repeated movements like hand-flapping or rocking
- Playing with toys in unexpected ways (like lining them up or spinning parts repeatedly)
- Strong reactions to certain sounds, textures, or lights
What We Notice About Play
Play patterns can vary among toddlers. Some might:
- Focus intensely on specific parts of toys
- Prefer to play alone rather than with others
- Show less interest in pretend play
It’s important to remember that seeing these signs doesn’t automatically mean anything specific. Each child grows differently, and only qualified healthcare providers
Developmental Changes from Age 2-3
Language Development
Between ages 2-3, most children start picking up new words rapidly. We often notice typical toddlers learning several new words each week. They begin putting two or three words together to make simple phrases like “more milk” or “big dog.”
- Common communication signs to note:
- Points to objects they want
- Uses basic words to express needs
- Responds when their name is called
- Shows interest in conversations around them
Social Skills Development
During this age range, children typically start showing more interest in other kids. We see them watching others play and sometimes trying to join in. Pretend play also emerges – like feeding dolls or making toy cars go “vroom.”
- Typical social behaviors include:
- Making eye contact during interactions
- Sharing toys (though often reluctantly)
- Showing different emotions clearly
- Copying actions of others
Behavioral Patterns
At this stage, we notice children developing specific preferences and patterns in their daily activities. Some kids might insist on specific routines or show strong reactions to certain sounds, textures, or lights.
- Common behavioral signs to watch:
- How they handle changes in routine
- Reactions to different sensory experiences
- Physical movements and coordination
- Ways of playing with toys
Each child develops at their own pace. Some might be ahead in certain areas while taking more time in others. Regular check-ups with healthcare providers help track development patterns.
Common Patterns in 3-4 Year Olds
Social Communication
At ages 3-4, we notice distinct patterns in how children interact with others. Some kids talk easily about their favorite toys or activities, while others may use fewer words or prefer to communicate differently.
Conversation Skills and Friendships
- Some children might repeat phrases they hear instead of creating new sentences
- Others may talk a lot about specific topics but struggle with back-and-forth conversations
- Making friends can look different – some prefer watching other kids rather than joining in
Group Settings
Group activities show us varied interaction styles. We often see children who:
- Stay on the edge of group activities
- Focus on objects rather than people
- Need extra time to warm up to new social situations
Play Patterns
Play styles can vary greatly among children this age. We notice differences in how they use toys and engage with others during playtime.
- Some kids might line up toys instead of creating stories with them
- Others might play near other children but not with them
- Many show strong preferences for specific toys or activities
Learning and Adaptation
Each child processes information and handles changes differently. We see this in daily activities and routines.
Instructions and Problem-Solving
- Some children need instructions broken down into small steps
- Others might have trouble switching between activities
- Many show unique ways of solving problems
Dealing with Change
- Some kids prefer strict routines
- Changes in schedule might cause stress
- New situations may need extra preparation time
Remember that each child develops at their own pace. These patterns aren’t definitive signs – they’re just common observations that help us understand different development styles
Social Communication Development Timeline
We know that understanding typical social communication patterns helps us notice differences early. Let’s look at how children usually develop these skills.
Non-verbal Communication Skills
Children start communicating before they speak. Here are key non-verbal behaviors we often see:
- Eye contact during interactions
- Pointing at interesting things
- Showing objects to others
- Using gestures like waving or nodding
Verbal Development
Speech develops in steps. Most children follow this basic pattern:
- Making sounds and babbling
- Using single words
- Putting two words together
- Speaking in short sentences
Social Understanding
Children gradually learn to interact with others. Common skills include:
- Responding to their name
- Taking turns in simple games
- Showing interest in other children
- Following simple directions
Progressive Changes
Social communication keeps developing as children grow. Each new skill builds on previous ones. Some children might learn these skills faster or slower than others.
| Age | Expected Skills | Development Areas to Monitor |
|---|---|---|
| 1 Year | Uses simple gestures (e.g. waving bye-bye), Says “mama” and “dada”, Shows interest in interactive games | Lack of interest in simple games, Doesn’t make eye contact, Doesn’t use gestures |
| 1.5 Years | Says several single words, Points to show interest, Follows simple verbal commands | Doesn’t point to show interest, Doesn’t respond to simple spoken words, Problems with eye contact |
| 2 Years | Speaks in two to three word phrases, Follows simple instructions, Shows interest in other children | Doesn’t use two-word phrases, Doesn’t follow instructions, Lack of interest in other children |
| 2.5 Years | Engages in pretend play, Understands “in” and “on”, Can name most familiar things | Doesn’t use pretend play, Struggles to name familiar things, Doesn’t understand simple prepositions (in, on) |
| 3 Years | Can carry out two to three part commands, Understands sharing (doesn’t always do it), Begins to engage in basic conversations | Struggles with two-part commands, No interest in playing with others, Doesn’t engage in basic conversations |
| 3.5 Years | Can tell a simple story, Engages in role play games with others, Builds longer sentences | Difficulties in telling stories, Limited interest in role play games, Struggles with sentence structure |
| 4 Years | Speaks clearly in sentences, Understands concept of “same” and “different”, Shows empathy | Doesn’t speak clearly, Struggles with concept of “same” and “different”, No demonstration of empathy |
Individual Variations
Every child develops at their own pace. Some might be stronger in certain areas while taking more time with others. If we notice ongoing differences in how our child communicates, we can talk with their doctor about
Behavioral Patterns and Changes Over Time
Repetitive Behaviors
Many toddlers showing signs of autism engage in repetitive behaviors. These patterns can help us understand how they process their environment.
Common Types
- Hand flapping
- Spinning objects
- Lining up toys
- Repeating words or phrases
- Following strict routines
Purpose and Function
These behaviors often serve as coping mechanisms. They can help with self-regulation, provide comfort, or express excitement. Sometimes they’re ways to handle overwhelming situations.
Sensory Processing
Common Sensitivities
- Loud noises or specific sounds
- Bright lights
- Certain textures in food or clothing
- Strong smells
- Light touch or physical contact
Environmental Impacts
Different environments can affect behavior differently. A quiet room might be calming, while a busy store could be overwhelming. We can notice patterns in how our children respond to various settings.
Emotional Regulation
Understanding emotional patterns helps us support our children better. Some toddlers might show emotions in unique ways.
Expression Patterns
- Different ways of showing happiness or distress
- Delayed or immediate reactions to situations
- Non-traditional ways of seeking comfort
- Varying levels of eye contact
Support Strategies
- Creating quiet spaces at home
- Using visual schedules
- Maintaining consistent daily routines
- Recognizing early signs of overwhelm
- Working with occupational therapists when needed
Each child’s patterns may change over time. What works today might need adjusting tomorrow. Keeping track of these changes helps us adapt our support strategies.
Professional Evaluation for Autism Concerns
Recognizing When to Get Help
Many parents notice differences in their child’s development before age two. Trust your observations – you know your child better than anyone.
Clear signs that suggest getting an evaluation:
- Limited or no eye contact during interactions
- Not responding to their name by 12 months
- Few or no gestures like pointing or waving by 12 months
- No words by 16 months
- Loss of previously learned skills at any age
The Evaluation Process
Getting an evaluation involves several steps and professionals. The process can take time, but understanding what to expect helps make it more manageable.
Key professionals who may be involved:
- Pediatricians
- Child psychologists
- Speech therapists
- Occupational therapists
- Developmental pediatricians
Common Assessment Methods
- Behavioral observations
- Parent interviews
- Developmental testing
- Speech and language evaluations
- Physical and sensory assessments
Getting Ready for the Evaluation
Being prepared helps the evaluation process run smoothly. Gather information ahead of time and keep notes about your concerns.
Important documents to bring:
- Medical records
- Daycare or preschool reports
- Family health history
- Notes about developmental milestones
- Videos showing behaviors that concern you
Questions to ask during evaluation:
- What specific assessments will be done?
- How long will the process take?
- When will we receive results?
- What support services are available?
- What are the next steps after diagnosis?
Remember that early evaluation leads to early support. The sooner we understand our children’s needs, the better we can help them grow.
Supporting Your Toddler’s Development
Early Intervention Strategies
We recognize that early support makes a big difference. Communication support often starts with basic sign language and picture cards. These tools help toddlers express their needs before they can speak.
- Using simple gestures and signs for common words like “more,” “all done,” and “help”
- Pointing to pictures to make choices
- Taking turns with sounds and actions
Social Skills Development
Social skills grow through simple, repeated interactions. We start with activities that feel comfortable for our toddlers:
- Parallel play – sitting near other children while doing separate activities
- Simple turn-taking games
- Practicing greetings and goodbyes
Daily Routines
Clear routines help toddlers feel secure. We can create structure through:
- Consistent meal times
- Regular sleep schedules
- Predictable activity sequences
Visual Supports
Pictures and visual schedules make daily activities easier to understand:
- Photo sequences showing steps like hand washing
- Picture cards for daily activities
- Visual timers for transitions
Parent-Child Interaction
Building connections happens through simple, everyday moments. We focus on:
- Following our child’s lead during play
- Copying their actions and sounds
- Giving them time to respond
Play-Based Learning
Play naturally supports development. We can include:
- Sensory activities with different textures
- Simple cause-and-effect toys
- Activities that match our child’s interests
Tracking Developmental Progress
Documentation Methods
We find that keeping detailed records helps us understand our toddler’s development path. Simple documentation can make a big difference in noticing small changes over time.
Development Journals
- Daily or weekly notes about behaviors and skills
- Records of new words or gestures
- Notes about social interactions
- Sleep and eating pattern changes
Video Records
- Short videos of daily activities
- Monthly milestone recordings
- Playtime interactions
- Communication attempts
Professional Assessments
- Reports from pediatricians
- Speech therapy evaluations
- Occupational therapy notes
- Early intervention specialist observations
Progress Monitoring
Regular monitoring helps us notice subtle changes and adjust support strategies as needed.
Setting Baselines
- Current skill levels in different areas
- Typical daily routines
- Common behaviors and reactions
- Communication methods used
Measuring Change
- Monthly skill comparisons
- Behavior frequency tracking
- Communication growth notes
- Social interaction changes
Adjusting Support
- Review of current strategies
- Updates to daily routines
- Changes in therapy approaches
- Modifications to support tools
By keeping consistent records, we can share accurate information with healthcare providers and track our child’s unique developmental path over time.
Resources and Support Systems
Professional Support Options
Early intervention services are available in most areas through state and local programs. These typically include developmental screening, assessments, and customized support plans. Many families connect with these services through their pediatrician or local health department.
Key Therapy Options
- Speech and Language Therapy
- Occupational Therapy
- Applied Behavior Analysis (ABA)
- Physical Therapy
- Social Skills Training
Educational Support Services
- Individualized Education Programs (IEPs)
- Special education services
- School-based therapy sessions
- Classroom accommodations
Community Resources
We can find valuable connections through local support systems. Parent groups meet regularly in many communities, offering practical advice and emotional support.
- Local autism parent meetups
- Facebook groups for autism families
- Regional autism resource centers
- Library programs for special needs families
Educational Materials
Many free and low-cost resources are available to help us understand autism better.
Recommended Reading
- “The Complete Guide to Autism Healthcare” – Autism Speaks
- “Early Start for Your Child with Autism” – Autism Science Foundation
- Autism Society of America publications
Online Tools and Training
- CDC’s “Learn the Signs. Act Early.” website
- Autism Navigator online courses
- Parent training webinars
- Mobile apps for tracking development
Each family’s path is different. These resources serve as starting points to build our own support
References
We value truthful content. 4 sources were referenced during research to write this content.
- “How Someone Affected by Autism Spectrum Disorder?”. “How Someone Affected by Autism Spectrum Disorder?”. Web. ...
- “Are These Communication Skills Milestones on Your List?”. “Are These Communication Skills Milestones on Your List?”. Web. ...
- Reichow, Brian, and Fred R. Volkmar. “Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-based Practices Within a Best Evidence Synthesis Framework”. Journal of Autism and Developmental Disorders 5 Aug. 2009: 149–166. Crossref. Web. ...
- “Social Skills Development for Our Superhero Autistic Child”. “Social Skills Development for Our Superhero Autistic Child”. Web. ...
