{"id":3941,"date":"2025-12-10T18:54:05","date_gmt":"2025-12-10T17:54:05","guid":{"rendered":"https:\/\/drarebeccaordovas.com\/?p=3941"},"modified":"2025-12-10T18:56:47","modified_gmt":"2025-12-10T17:56:47","slug":"signs-of-autism-in-early-childhood","status":"publish","type":"post","link":"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/","title":{"rendered":"Signs of Autism in Early Childhood: How to Identify Them by Age"},"content":{"rendered":"<p style=\"text-align: center;\" data-start=\"240\" data-end=\"596\"><em>Dr. F\u00e1tima Olalla<\/em><\/p>\n<p data-start=\"240\" data-end=\"596\">Autism Spectrum Disorder (ASD) can begin to show hints in the first months of life \u2014 but these signs are not always easy to recognize. As a clinical psychologist specializing in child intervention and home-based care, I often work with families who feel that \u201csomething doesn\u2019t quite fit\u201d in their child\u2019s development, yet they don\u2019t know whether to worry.<\/p>\n<p data-start=\"598\" data-end=\"882\">Identifying early signs doesn\u2019t mean labelling, but rather observing social, communication, and sensory development \u2014 in order to intervene as early as possible. Scientific evidence shows that the earlier support begins, the better the prognosis.<\/p>\n<p data-start=\"598\" data-end=\"882\">In this guide you will find a clear, up-to-date explanation of the most common signs, plus a complete, age-based chart grounded in developmental milestones.<\/p>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">\u00edndice de contenidos<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#What_is_ASD_%E2%80%94_and_why_its_important_to_detect_it_as_early_as_possible\" >What is ASD \u2014 and why it\u2019s important to detect it as early as possible<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#1_Social_Interaction_and_Communication\" >1. Social Interaction and Communication<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#2_Behavior_%E2%80%94_including_Repetitive_Patterns_and_Narrow_Intense_Interests\" >2. Behavior \u2014 including Repetitive Patterns and Narrow, Intense Interests<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#3_Sensory_Processing_%E2%80%94_which_can_be_Hypersensitive_or_Hyposensitive\" >3. Sensory Processing \u2014 which can be Hypersensitive or Hyposensitive<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#4_Language_Development_and_Other_Cognitive_Skills\" >4. Language Development and Other Cognitive Skills<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Why_Early_Detection_Matters\" >Why Early Detection Matters<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Signs_of_Autism_in_Childhood\" >Signs of Autism in Childhood<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Social_Interaction_Communication_%E2%80%94_Typical_Signs\" >Social Interaction &amp; Communication \u2014 Typical Signs<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Language_and_Non-Verbal_Communication\" >Language and Non-Verbal Communication<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Behaviour_Interests_Play_Sensory_Motor_Patterns\" >Behaviour, Interests, Play &amp; Sensory \/ Motor Patterns<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Why_this_Matters_Early_Signs_%E2%89%A0_Labels_%E2%80%94_Early_Detection_Opportunity\" >Why this Matters: Early Signs \u2260 Labels \u2014 Early Detection = Opportunity<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Alert_signs_of_ASD_by_age\" >Alert signs of ASD by age<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#Screening_Tools_and_When_to_Request_an_Evaluation\" >Screening Tools and When to Request an Evaluation<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#What_to_Do_If_You_Suspect_Your_Child_Might_Have_ASD\" >What to Do If You Suspect Your Child Might Have ASD<\/a><\/li><\/ul><\/nav><\/div>\n<h2 data-start=\"191\" data-end=\"264\"><span class=\"ez-toc-section\" id=\"What_is_ASD_%E2%80%94_and_why_its_important_to_detect_it_as_early_as_possible\"><\/span>What is ASD \u2014 and why it\u2019s important to detect it as early as possible<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p data-start=\"266\" data-end=\"353\">Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects mainly:<\/p>\n<p data-start=\"355\" data-end=\"410\">The core challenges of Autism Spectrum Disorder (ASD)<\/p>\n<p data-start=\"412\" data-end=\"699\">ASD is characterised by a constellation of developmental challenges across various areas. These do not manifest in exactly the same way in every individual \u2014 which underlines the idea of the \u201cspectrum.\u201d Below are the main domains typically affected, with an expanded explanation of each:<\/p>\n<h3 data-start=\"701\" data-end=\"746\"><span class=\"ez-toc-section\" id=\"1_Social_Interaction_and_Communication\"><\/span>1. Social Interaction and Communication<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"748\" data-end=\"914\">This is a central pillar in the definition of ASD. Difficulties in this area often involve both social and communicative dimensions, which are frequently intertwined:<\/p>\n<ul data-start=\"916\" data-end=\"1919\">\n<li data-start=\"916\" data-end=\"1247\">\n<p data-start=\"918\" data-end=\"1247\"><strong data-start=\"918\" data-end=\"961\">Deficits in socio-emotional reciprocity<\/strong>: Children may struggle to initiate or respond to social interactions, share interests or emotions, or engage in back-and-forth exchanges in play or conversation. This can look like a lack of interest in others \u2014 or, sometimes, unusual or contextually inappropriate social approaches.<\/p>\n<\/li>\n<li data-start=\"1248\" data-end=\"1579\">\n<p data-start=\"1250\" data-end=\"1579\"><strong data-start=\"1250\" data-end=\"1292\">Challenges in non-verbal communication<\/strong>: Difficulty understanding or using gestures, eye contact, posture, facial expressions, or other non-verbal cues to regulate social interaction. A child with ASD may have trouble interpreting others\u2019 body language \u2014 or their own non-verbal communication may be hard for others to read.<\/p>\n<\/li>\n<li data-start=\"1580\" data-end=\"1919\">\n<p data-start=\"1582\" data-end=\"1919\"><strong data-start=\"1582\" data-end=\"1639\">Difficulties developing and maintaining relationships<\/strong>: Individuals on the spectrum often find it hard to make friends, maintain relationships, or understand the flexible, implicit social \u201crules\u201d in group dynamics. This doesn\u2019t necessarily mean they don\u2019t want friendships \u2014 but that applying subtle social norms can be challenging.<\/p>\n<\/li>\n<\/ul>\n<h3 data-start=\"1921\" data-end=\"2000\"><span class=\"ez-toc-section\" id=\"2_Behavior_%E2%80%94_including_Repetitive_Patterns_and_Narrow_Intense_Interests\"><\/span>2. Behavior \u2014 including Repetitive Patterns and Narrow, Intense Interests<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"2002\" data-end=\"2113\">This domain reflects the need for predictability and the intensity of certain behaviours or focus of attention:<\/p>\n<ul data-start=\"2115\" data-end=\"3038\">\n<li data-start=\"2115\" data-end=\"2517\">\n<p data-start=\"2117\" data-end=\"2517\"><strong data-start=\"2117\" data-end=\"2182\">Stereotyped or repetitive movements, use of objects or speech<\/strong>: This may show as repetitive motor behaviours (e.g., hand-flapping, spinning or rocking), repetitive use of objects (e.g., lining up toys in a very specific way), or repeated phrases\/echolalia (immediate or delayed repetition of words or sentences). These behaviours often help the child self-regulate or cope with sensory overload.<\/p>\n<\/li>\n<li data-start=\"2518\" data-end=\"2760\">\n<p data-start=\"2520\" data-end=\"2760\"><strong data-start=\"2520\" data-end=\"2584\">Strong insistence on routines or rigid adherence to patterns<\/strong>: Even small changes in the environment or daily routine \u2014 like taking a different route to school or changing the order of meals \u2014 may cause significant distress or anxiety.<\/p>\n<\/li>\n<li data-start=\"2761\" data-end=\"3038\">\n<p data-start=\"2763\" data-end=\"3038\"><strong data-start=\"2763\" data-end=\"2815\">Highly restricted, focused and intense interests<\/strong>: The child may show intense fascination for very specific topics (for example trains schedules, dinosaurs, vacuum cleaners) and devote disproportionate time and energy to them \u2014 often to the exclusion of other interests.<\/p>\n<\/li>\n<\/ul>\n<h3 data-start=\"3040\" data-end=\"3114\"><span class=\"ez-toc-section\" id=\"3_Sensory_Processing_%E2%80%94_which_can_be_Hypersensitive_or_Hyposensitive\"><\/span>3. Sensory Processing \u2014 which can be Hypersensitive or Hyposensitive<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"3116\" data-end=\"3386\">Differences in how the brain processes sensory information are now widely recognized as a key feature of ASD. This can involve any of the five senses (sight, hearing, touch, taste, smell), and also vestibular (balance\/movement) or proprioceptive (body awareness) senses:<\/p>\n<ul data-start=\"3388\" data-end=\"3958\">\n<li data-start=\"3388\" data-end=\"3644\">\n<p data-start=\"3390\" data-end=\"3644\"><strong data-start=\"3390\" data-end=\"3410\">Hypersensitivity<\/strong>: Overreaction to what would be mild sensory stimuli for other children. For example: extreme discomfort with everyday noises (vacuum cleaner, hand-dryer), aversion to certain textures of clothing or food, distress at bright lights.<\/p>\n<\/li>\n<li data-start=\"3645\" data-end=\"3958\">\n<p data-start=\"3647\" data-end=\"3958\"><strong data-start=\"3647\" data-end=\"3704\">Hyposensitivity (sensory-seeking or under-reactivity)<\/strong>: Diminished or muted response to sensory stimuli \u2014 or even a need to seek strong sensory input. For example: constant movement (spinning, jumping), seeming insensitivity to pain or temperature, or a strong urge to touch surfaces or people intensively.<\/p>\n<\/li>\n<\/ul>\n<h3 data-start=\"3960\" data-end=\"4016\"><span class=\"ez-toc-section\" id=\"4_Language_Development_and_Other_Cognitive_Skills\"><\/span>4. Language Development and Other Cognitive Skills<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"4018\" data-end=\"4150\">Although this overlaps with communication, this area focuses more on formal language acquisition and associated cognitive abilities:<\/p>\n<ul data-start=\"4152\" data-end=\"4798\">\n<li data-start=\"4152\" data-end=\"4326\">\n<p data-start=\"4154\" data-end=\"4326\"><strong data-start=\"4154\" data-end=\"4191\">Delayed or absent spoken language<\/strong>: Some children with ASD may never develop functional spoken language; others may have a significant delay before beginning to speak.<\/p>\n<\/li>\n<li data-start=\"4327\" data-end=\"4532\">\n<p data-start=\"4329\" data-end=\"4532\"><strong data-start=\"4329\" data-end=\"4356\">Unusual use of language<\/strong>: Even when speech develops, it might feature a monotonous tone of voice, difficulties grasping non-literal language (irony, metaphors), overly formal or repetitive phrasing.<\/p>\n<\/li>\n<li data-start=\"4533\" data-end=\"4798\">\n<p data-start=\"4535\" data-end=\"4798\"><strong data-start=\"4535\" data-end=\"4563\">Uneven cognitive profile<\/strong>: It is common to observe a mix of strengths and difficulties. Some children may show remarkable skills in certain areas (visual memory, calculation, music), while struggling\u2014with executive function, flexibility, or \u201ctheory of mind.\u201d<\/p>\n<\/li>\n<\/ul>\n<p data-start=\"4800\" data-end=\"5107\">You might picture it as a child trying to navigate the world with an incomplete social map \u2014 and a sensory compass that fluctuates in sensitivity. This can lead to difficulties interpreting gestures, making eye contact, handling changes \u2014 and a need for stability through routines or repetitive behaviors.<\/p>\n<h3 data-start=\"5114\" data-end=\"5146\"><span class=\"ez-toc-section\" id=\"Why_Early_Detection_Matters\"><\/span>Why Early Detection Matters<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul data-start=\"5148\" data-end=\"7080\">\n<li data-start=\"5148\" data-end=\"5640\">\n<p data-start=\"5150\" data-end=\"5640\"><strong data-start=\"5150\" data-end=\"5189\">Enables early, personalized support<\/strong>: Early detection allows for a thorough, individualized assessment of each child\u2019s strengths, challenges, and sensory profile. Based on that assessment, customized support plans (such as Individualized Education Programs or therapeutic strategies) can be designed to address key areas: communication, social interaction, autonomy, emotional regulation \u2014 aligned with the child\u2019s developmental needs and context.<\/p>\n<\/li>\n<li data-start=\"5148\" data-end=\"5640\"><strong data-start=\"5643\" data-end=\"5702\">Promotes development of social and communication skills<\/strong>: Early intervention helps build meaningful social and communicative abilities: both verbal and non-verbal \u2014 including, when needed, alternative communication systems. It also helps with emotional regulation in social settings and supports participation in group activities in a satisfying, functional way.<\/li>\n<li data-start=\"5148\" data-end=\"5640\"><strong data-start=\"6051\" data-end=\"6085\">Supports and empowers families<\/strong>: Detecting early gives families access to guidance, education about autism, behavioral strategies at home, and emotional support. This helps create a structured, understanding environment at home \u2014 enabling parents or caregivers to be active collaborators in their child\u2019s development.<\/li>\n<li data-start=\"5148\" data-end=\"5640\"><strong data-start=\"6414\" data-end=\"6451\">Helps regulate sensory challenges<\/strong>: Early support can address sensory processing differences \u2014 whether hypersensitivity or sensory-seeking behaviours \u2014 reducing anxiety, stress or disruptive behaviour, and facilitating regulation and readiness for learning.<\/li>\n<li data-start=\"5148\" data-end=\"5640\"><strong data-start=\"6717\" data-end=\"6769\">Improves long-term prognosis and quality of life<\/strong>: When intervention starts early and is continuous, it can maximize the child\u2019s developmental potential \u2014 promoting greater independence in adulthood (decision-making, employment, housing), social inclusion, emotional and physical well-being, and a fulfilling adult life.<\/li>\n<\/ul>\n<h2 data-start=\"178\" data-end=\"209\"><span class=\"ez-toc-section\" id=\"Signs_of_Autism_in_Childhood\"><\/span>Signs of Autism in Childhood<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p data-start=\"211\" data-end=\"371\">Although every child is different, certain patterns are commonly considered warning signs by research and clinical guides.<\/p>\n<h3 data-start=\"373\" data-end=\"427\"><span class=\"ez-toc-section\" id=\"Social_Interaction_Communication_%E2%80%94_Typical_Signs\"><\/span>Social Interaction &amp; Communication \u2014 Typical Signs<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"429\" data-end=\"643\">These characteristics often point to difficulties in social communication and interaction, which are essential for typical development and participating fully in everyday life.<\/p>\n<ul>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"647\" data-end=\"688\">Regression in language or development<\/strong>: Some children may lose previously acquired skills \u2014 for example, language or eye contact \u2014 often noticeable around 18 months. This loss can be part of the natural course of autism.<\/li>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"913\" data-end=\"963\">Inconsistent or minimal response to their name<\/strong>: The child might not respond when called, or respond only inconsistently or after a delay \u2014 especially when there are no other stimuli around.<\/li>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"1149\" data-end=\"1183\">Reduced or unusual eye contact<\/strong>: The child may avoid sustained eye contact, look away, or keep gaze fleeting or unfocused. Rather than using eye contact to share attention or emotions, they may appear indifferent to it.<\/li>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"1414\" data-end=\"1474\">Difficulty initiating or maintaining social interactions<\/strong>: The child may rarely approach other people to play or talk, and may struggle to sustain back-and-forth social interaction \u2014 whether with peers or adults.<\/li>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"1672\" data-end=\"1713\">Limited use of communicative gestures<\/strong>: Such as pointing to show interest, waving goodbye, nodding\/shaking head \u2014 gestures that typically support preverbal communication may be absent or infrequent.<\/li>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"1916\" data-end=\"1962\">Lack of shared interest or joint attention<\/strong>: The child might seldom use gestures or words to draw another person&#8217;s attention to something they find interesting (\u201clook at that!\u201d) \u2014 a key skill for social learning and emotional connection.<\/li>\n<li data-start=\"429\" data-end=\"643\"><strong data-start=\"2199\" data-end=\"2259\">Challenges understanding or imitating social expressions<\/strong>: Difficulty interpreting facial expressions, tone of voice or body language \u2014 or using their own expressions \u2014 can hinder emotional reciprocity.<\/li>\n<\/ul>\n<h3 data-start=\"2449\" data-end=\"2490\"><span class=\"ez-toc-section\" id=\"Language_and_Non-Verbal_Communication\"><\/span>Language and Non-Verbal Communication<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"2492\" data-end=\"2660\">Difficulties in language development and non-verbal communication are often among the first signs noticed in children with autism.<\/p>\n<ul>\n<li data-start=\"2492\" data-end=\"2660\"><strong data-start=\"2664\" data-end=\"2703\">Delayed verbal language development<\/strong>: The child may not meet language milestones typical for their age \u2014 e.g., not babbling, not saying simple words, or not forming short sentences when expected.<\/li>\n<li data-start=\"2492\" data-end=\"2660\"><strong data-start=\"2907\" data-end=\"2954\">Loss of previously acquired language skills<\/strong>: A child may begin to speak or babble, but then lose those skills. This \u201cregression\u201d is a strong reason for clinical evaluation.<\/li>\n<li data-start=\"2492\" data-end=\"2660\"><strong data-start=\"3128\" data-end=\"3174\">Echolalia (repetition of words or phrases)<\/strong>: The child may repeat words, sentences, or parts of speech \u2014 immediately after hearing them, or later (for example, quoting dialogue from a film). While this may seem meaningless, sometimes it serves to communicate needs or self-regulate.<\/li>\n<li data-start=\"2492\" data-end=\"2660\"><strong data-start=\"3458\" data-end=\"3520\">Difficulty using language for social purposes (pragmatics)<\/strong>: Even if vocabulary or grammar seem adequate, the child may struggle to start or sustain a conversation, take turns, use language to share feelings or intentions, adapt language to the listener or context, or understand non-literal language (e.g., irony, metaphors).<\/li>\n<li data-start=\"2492\" data-end=\"2660\"><strong data-start=\"3832\" data-end=\"3869\">Atypical non-verbal communication<\/strong>: Problems with gestures, body language, facial expressions, tone of voice or other non-verbal cues may affect communication, even when speech is present.<\/li>\n<\/ul>\n<h3 data-start=\"4070\" data-end=\"4127\"><span class=\"ez-toc-section\" id=\"Behaviour_Interests_Play_Sensory_Motor_Patterns\"><\/span>Behaviour, Interests, Play &amp; Sensory \/ Motor Patterns<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p data-start=\"4129\" data-end=\"4322\">Autism often involves behaviours, interests, sensory responses, or ways of playing that are repetitive, restricted or different from typical development. Some of these signs include:<\/p>\n<ul>\n<li data-start=\"4129\" data-end=\"4322\"><strong data-start=\"4356\" data-end=\"4403\">Repetitive motor behaviours or stereotypies<\/strong>: Hand-flapping, rocking, spinning, repetitive manipulation of objects \u2014 e.g., lining toys up, focusing on parts of objects (like wheels) rather than using them as intended.<\/li>\n<li data-start=\"4129\" data-end=\"4322\"><strong data-start=\"4621\" data-end=\"4661\">Intense, narrow or unusual interests<\/strong>: A strong fascination with specific, sometimes odd topics (objects, patterns, sounds, etc.) and spending a lot of time focused on them.<\/li>\n<li data-start=\"4129\" data-end=\"4322\"><strong data-start=\"4842\" data-end=\"4899\">Strong adherence to routines and resistance to change<\/strong>: The child may become very upset or anxious when daily routines, routes, sequence of activities or environment change, even slightly.<\/li>\n<li data-start=\"4129\" data-end=\"4322\"><strong data-start=\"5078\" data-end=\"5105\">Limited or unusual play<\/strong>: Instead of symbolic or imaginative play typical for their age, they may prefer repetitive exploration of sensory properties of objects or mechanical aspects, rather than pretending or using objects symbolically.<\/li>\n<li data-start=\"4129\" data-end=\"4322\"><strong data-start=\"5363\" data-end=\"5397\">Sensory processing differences<\/strong>: Unusual reactions to sounds, textures, lights, tastes, smells or movement. This can include hypersensitivity (over-reacting) or hyposensitivity (under-reacting or seeking intense sensory input).<\/li>\n<\/ul>\n<p>Additionally, sensory or sensory-motor differences can impact eating, sleeping, emotional regulation, and daily functioning \u2014 often increasing stress or discomfort, especially when environment or routines change.<\/p>\n<h3 data-start=\"5896\" data-end=\"5972\"><span class=\"ez-toc-section\" id=\"Why_this_Matters_Early_Signs_%E2%89%A0_Labels_%E2%80%94_Early_Detection_Opportunity\"><\/span>Why this Matters: Early Signs \u2260 Labels \u2014 Early Detection = Opportunity<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul data-start=\"5974\" data-end=\"6741\">\n<li data-start=\"5974\" data-end=\"6136\">\n<p data-start=\"5976\" data-end=\"6136\">Early signs (especially in social-communication, language, behaviour or sensory processing) often appear before age 3.<\/p>\n<\/li>\n<li data-start=\"5974\" data-end=\"6136\">Because every child is unique, the presence of one or some signs doesn\u2019t necessarily mean autism \u2014 but when several are present regularly and persistently, it can be a cue to seek professional evaluation.<\/li>\n<li data-start=\"5974\" data-end=\"6136\">Detecting and acknowledging these signs early allows caregivers, paediatric professionals, therapists and educators to monitor development closely, and \u2014 if needed \u2014 to plan early, tailored support. This can make a significant difference in a child\u2019s development, communication, learning and long-term well-being.<\/li>\n<\/ul>\n<h2 data-start=\"39\" data-end=\"68\"><span class=\"ez-toc-section\" id=\"Alert_signs_of_ASD_by_age\"><\/span><strong data-start=\"39\" data-end=\"68\">Alert signs of ASD by age<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p data-start=\"70\" data-end=\"137\">Below is a clear infographic based on age-related detection of ASD:<\/p>\n<p data-start=\"70\" data-end=\"137\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-3943 aligncenter\" src=\"https:\/\/drarebeccaordovas.com\/wp-content\/uploads\/2025\/12\/infografia-tea-e1765387738809.jpg\" alt=\"Infograf\u00eda sobre las se\u00f1ales de alerta del Trastorno del Espectro Autista (TEA), en una gu\u00eda por edades\" width=\"380\" height=\"650\" \/><\/p>\n<h2 data-start=\"109\" data-end=\"161\"><span class=\"ez-toc-section\" id=\"Screening_Tools_and_When_to_Request_an_Evaluation\"><\/span>Screening Tools and When to Request an Evaluation<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p data-start=\"163\" data-end=\"318\">Early detection of Autism Spectrum Disorder (ASD) is crucial to optimize development, and standardized screening tools are a cornerstone in primary care.<\/p>\n<p data-start=\"320\" data-end=\"621\">The M-CHAT-R\/F is an internationally validated screening questionnaire, recommended between 16 and 30 months during pediatric check-ups to identify risk of ASD. Its follow-up version (the \u201c\/F\u201d) helps reduce false positives.<\/p>\n<p data-start=\"623\" data-end=\"831\">No tool replaces clinical judgment. Continual clinical observation \u2014 starting as early as 6 months, monitoring social milestones (smile, eye contact, joint attention) \u2014 is key to detecting early deviations.<\/p>\n<p data-start=\"833\" data-end=\"1055\">A reliable, formal diagnosis of ASD is generally established around the age of 2 years by specialized professionals, using comprehensive assessments such as the ADOS-2 and the ADI-R.<\/p>\n<p data-start=\"1057\" data-end=\"1305\">It is vital to refer to specialized care at any age if there are well-founded concerns \u2014 avoiding a \u201cwait and see\u201d approach \u2014 because any delay or atypical pattern in social or communication development justifies starting the process immediately.<\/p>\n<p data-start=\"1307\" data-end=\"1520\">As experts in the field, we emphasize the importance of hearing (audiological) evaluation in young children as part of the diagnostic process, since lack of response may stem from hearing issues rather than ASD.<\/p>\n<p data-start=\"1522\" data-end=\"1869\">An important part of early diagnosis is an etiological evaluation (genetic testing in many cases) and ruling out serious neurological conditions \u2014 such as certain forms of epilepsy or metabolic disorders. Therefore, it\u2019s essential that, besides psychological assessment, a neuropediatric evaluation be conducted for any child with suspected ASD.<\/p>\n<h2 data-start=\"58\" data-end=\"112\"><span class=\"ez-toc-section\" id=\"What_to_Do_If_You_Suspect_Your_Child_Might_Have_ASD\"><\/span>What to Do If You Suspect Your Child Might Have ASD<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p data-start=\"114\" data-end=\"298\">Do you suspect your child may have Autism Spectrum Disorder (ASD)? Early, tailored intervention can make a profoundly positive and lasting difference. We recommend the following steps:<\/p>\n<ul data-start=\"300\" data-end=\"595\">\n<li data-start=\"300\" data-end=\"357\">\n<p data-start=\"302\" data-end=\"357\">Observe calmly and take notes of repeated behaviours.<\/p>\n<\/li>\n<li data-start=\"358\" data-end=\"408\">\n<p data-start=\"360\" data-end=\"408\">Share your concerns with a child psychologist.<\/p>\n<\/li>\n<li data-start=\"409\" data-end=\"484\">\n<p data-start=\"411\" data-end=\"484\">Request a developmental evaluation if you notice several warning signs.<\/p>\n<\/li>\n<li data-start=\"485\" data-end=\"595\">\n<p data-start=\"487\" data-end=\"595\">Don\u2019t wait until \u201cthey\u2019ll talk someday\u201d or \u201cit will pass\u201d: early intervention can make all the difference.<\/p>\n<\/li>\n<\/ul>\n<p data-start=\"597\" data-end=\"691\">In many cases, an appropriate intervention may lead to noticeable improvements in key areas:<\/p>\n<ul data-start=\"693\" data-end=\"2285\">\n<li data-start=\"693\" data-end=\"987\">\n<p data-start=\"695\" data-end=\"987\"><strong data-start=\"695\" data-end=\"730\">Eye contact and joint attention<\/strong>: Efforts may focus on increasing eye contact frequency and quality, helping foster more meaningful connection with others and improving the ability to share attention when focusing on an object or event \u2014 a skill crucial for social learning and language.<\/p>\n<\/li>\n<li data-start=\"988\" data-end=\"1352\">\n<p data-start=\"990\" data-end=\"1352\"><strong data-start=\"990\" data-end=\"1031\">Communication (verbal and non-verbal)<\/strong>: The aim is to expand the child\u2019s communicative repertoire, which may include encouraging spoken language development (articulation, vocabulary, syntax) or introducing augmentative and alternative communication (AAC) systems; also improving the use and understanding of gestures, facial expressions, and body language.<\/p>\n<\/li>\n<li data-start=\"1353\" data-end=\"1623\">\n<p data-start=\"1355\" data-end=\"1623\"><strong data-start=\"1355\" data-end=\"1399\">Social skills and reciprocal interaction<\/strong>: This includes helping the child learn to start, sustain and end social interactions appropriately: learning social norms, perspective taking, empathy, and playing or interacting with peers in a flexible, cooperative way.<\/p>\n<\/li>\n<li data-start=\"1624\" data-end=\"1907\">\n<p data-start=\"1626\" data-end=\"1907\"><strong data-start=\"1626\" data-end=\"1666\">Emotional and behavioural regulation<\/strong>: The child learns strategies and tools to identify, understand and manage their own emotions (e.g. frustration, anxiety). This leads to better self-regulation, a reduction in challenging or disruptive behaviours, and increased resilience.<\/p>\n<\/li>\n<li data-start=\"1908\" data-end=\"2285\">\n<p data-start=\"1910\" data-end=\"2285\"><strong data-start=\"1910\" data-end=\"1956\">Sensory regulation and sensory integration<\/strong>: Addressing hypersensitivity or hyposensitivity to sensory input (visual, auditory, tactile, olfactory, taste, vestibular or proprioceptive). The goal is to help the child process and respond to sensory information more organizedly and functionally \u2014 reducing overload and enabling better participation in everyday activities.<\/p>\n<\/li>\n<\/ul>\n<p data-start=\"2287\" data-end=\"2578\">If you need support, we offer home-visit <a href=\"https:\/\/drarebeccaordovas.com\/en\/psychology\/\">child psychology services in Madrid<\/a>.<\/p>\n<p data-start=\"2287\" data-end=\"2578\">The early-childhood signs of autism can be subtle or very evident, but it is always essential to observe development with an open, evidence-based perspective. The purpose is not to push for premature diagnoses \u2014 but to ensure that each child receives appropriate support at the right time.<\/p>\n<p data-start=\"2580\" data-end=\"2814\">If you have concerns about your child\u2019s development, remember: seeking professional guidance is an act of care. Early detection allows us to better support their growth, foster their abilities and promote their emotional well-being.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Dr. F\u00e1tima Olalla Autism Spectrum Disorder (ASD) can begin to show hints in the first months of life \u2014 but these signs are not always easy to recognize. As a clinical psychologist specializing in child intervention and home-based care, I often work with families who feel that \u201csomething doesn\u2019t quite fit\u201d in their child\u2019s development, [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":3944,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_joinchat":[],"footnotes":""},"categories":[7],"tags":[],"class_list":["post-3941","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-physiotherapy-at-home"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Signs of Autism in Childhood: a complete guide to recognising the earliest warning signs | Equipo M\u00e9dico Ordov\u00e1s<\/title>\n<meta name=\"description\" content=\"Discover the main signs of autism in babies and children \u2014 how they show up depending on age and when to seek a professional evaluation. A clear guide prepared by a home-visit child psychologist in Madrid.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/\"},\"author\":{\"name\":\"Ordovas\",\"@id\":\"https:\/\/drarebeccaordovas.com\/#\/schema\/person\/81e1f97f9ffeadbfab9b66c7986b0637\"},\"headline\":\"Signs of Autism in Early Childhood: How to Identify Them by Age\",\"datePublished\":\"2025-12-10T17:54:05+00:00\",\"dateModified\":\"2025-12-10T17:56:47+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/\"},\"wordCount\":2458,\"publisher\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/#organization\"},\"image\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/drarebeccaordovas.com\/wp-content\/uploads\/2025\/12\/TEA.jpg\",\"articleSection\":[\"Physiotherapy at home\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/\",\"url\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/\",\"name\":\"Signs of Autism in Childhood: a complete guide to recognising the earliest warning signs | Equipo M\u00e9dico Ordov\u00e1s\",\"isPartOf\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/drarebeccaordovas.com\/en\/signs-of-autism-in-early-childhood\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/drarebeccaordovas.com\/wp-content\/uploads\/2025\/12\/TEA.jpg\",\"datePublished\":\"2025-12-10T17:54:05+00:00\",\"dateModified\":\"2025-12-10T17:56:47+00:00\",\"description\":\"Discover the main signs of autism in babies and children \u2014 how they show up depending on age and when to seek a professional evaluation. 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