Autism is a developmental disorder that affects communication, social interaction, and behavior. While autism is typically diagnosed in early childhood, the signs of autism can often be recognized in infants as young as 2 years old, and in some cases, even earlier. Early intervention is key to helping children with autism reach their full potential, so it’s important for parents and caregivers to know how to spot the early signs of autism in infants.
In this comprehensive guide, we’ll explore the early signs of autism in infants and provide practical tips and advice on seeking support and resources.
Early Signs of Autism in Infants
- Lack of eye contact
One of the earliest signs of autism in infants is a lack of eye contact. Infants typically begin making eye contact with their caregivers within the first few months of life, but infants with autism may avoid eye contact altogether. This can make it difficult for them to develop social skills and form relationships with others.
- Delayed or absent babbling
Babbling is an important precursor to language development, and infants with autism may show a delay or absence of babbling. They may also have difficulty responding to their name or making other vocalizations. This can impact their ability to communicate with others and can lead to frustration and isolation.
Babbling is an important precursor to language development, and infants with autism may show a delay or absence of babbling. Typically, infants begin to babble around 6-9 months of age, and by 12 months, they should be saying their first words. By 18 months, infants should have a vocabulary of at least 10 words, and by 24 months, they should be combining words into short phrases.
Infants with autism may show a delay or absence of babbling, and may have difficulty responding to their name or making other vocalizations. This can impact their ability to communicate with others and can lead to frustration and isolation. Parents and caregivers should pay close attention to their infant’s language development, and if they notice a delay or absence of babbling, they should talk to their pediatrician.
It’s important to note that not all infants develop at the same rate, and some infants may reach language milestones later than others. However, if parents and caregivers have concerns about their infant’s language development, it’s always better to seek advice from a pediatrician or a speech-language pathologist.
In addition to monitoring language development, parents and caregivers can also encourage language development by talking to their infant frequently, using simple language and repetition, and responding to their infant’s vocalizations. Reading books and singing songs can also help with language development and provide opportunities for social interaction.
In summary, lack of babbling or delayed language development can be an early sign of autism in infants. Parents and caregivers should pay close attention to their infant’s language development and seek advice from a pediatrician if they have concerns. By encouraging language development through frequent communication and social interaction, parents and caregivers can help their infants reach important language milestones.
- Repetitive behaviors
Repetitive behaviors, such as hand flapping or rocking, are common in children with autism. These behaviors may be present in infants as well, and can be a sign of autism if they are persistent and interfere with normal development. These behaviors can help infants self-soothe, but they can also become a barrier to social interaction and communication. Here are some examples of the most common types of repetitive behaviors seen in infants with ASD:
- Hand flapping: This is a repetitive movement of the hands, where the infant rapidly and repeatedly flaps their hands up and down. Hand flapping is a common self-stimulatory behavior seen in infants with ASD.
- Rocking: This is a repetitive movement of the body, where the infant rocks back and forth or side to side. Rocking can be a way for infants to self-soothe, but it can also interfere with social interaction and communication.
- Spinning: This is a repetitive movement of the body, where the infant spins around in circles. Spinning can be a way for infants to self-stimulate, but it can also lead to disorientation and difficulty with balance.
- Staring at objects: This is a repetitive behavior where the infant fixates on a particular object or visual stimulus for an extended period of time. This can interfere with social interaction and communication, as the infant may not be engaging with others or responding to social cues.
- Repeating sounds or words: This is a repetitive behavior where the infant repeats the same sounds or words over and over again. This can be a way for infants to self-stimulate, but it can also interfere with communication and language development.
It’s important to note that not all infants with ASD exhibit repetitive behaviors, and some infants may exhibit other types of behaviors instead. However, if parents and caregivers notice persistent and interfering repetitive behaviors in their infant, they should talk to their pediatrician. If parents and caregivers notice persistent and interfering repetitive behaviors in their infant, they should seek advice from a pediatrician.
- Lack of social interaction
Infants with autism may show a lack of interest in social interaction. They may not respond to smiles or other social cues, and may prefer to be alone rather than interacting with others. This can make it difficult for them to form relationships with others and can lead to social isolation.
- Sensory issues
Many children with autism have sensory issues, such as a heightened sensitivity to certain sounds or textures. In infants, this may manifest as a strong aversion to certain textures or an extreme reaction to loud noises. These sensory issues can impact their ability to learn and develop social skills.
Here are some examples of sensory issues that infants with ASD may experience:
- Hypersensitivity to sound: This is when an infant is overly sensitive to sounds in their environment. For example, a baby with hypersensitivity to sound may cry or become upset when exposed to loud noises, such as vacuum cleaners or blenders.
- Hyposensitivity to touch: This is when an infant has a reduced sensitivity to touch. For example, a baby with hyposensitivity to touch may not respond to being tickled or may not seem to feel pain when they are injured.
- Hypersensitivity to light: This is when an infant is overly sensitive to light. For example, a baby with hypersensitivity to light may become upset or cry when exposed to bright lights, such as sunlight or fluorescent lights.
- Hyposensitivity to taste: This is when an infant has a reduced sensitivity to taste. For example, a baby with hyposensitivity to taste may not respond to different tastes or may not seem to enjoy or dislike certain foods.
- Hypersensitivity to textures: This is when an infant is overly sensitive to textures. For example, a baby with hypersensitivity to textures may become upset or cry when exposed to certain textures, such as rough or scratchy fabrics.
Sensory issues can be challenging for both infants and their caregivers, and it’s important to understand that every infant is unique. If you notice that your infant is exhibiting sensory issues, it’s important to talk to your pediatrician or a healthcare professional for guidance and support.
To make this relatable to you, think about how you may react to different sensory input. For example, you may be hypersensitive to certain smells or textures, or you may be hyposensitive to certain sounds or tastes. Just like adults, infants with ASD have different sensory preferences and sensitivities, and it’s important to be patient and understanding as they navigate their environment.
Testing for Early Signs of Autism in Infants
If you are concerned about the early signs of autism in your infant, there are some situations where you can test your child’s behavior at home to see if they exhibit any of the signs mentioned above. Please keep in mind that only a healthcare professional can complete a full assessment to determine and ASD diagnosis, the testing listed below is just an example of things you can do at home to assess your child. Here are some examples:
- Lack of eye contact: When you are interacting with your infant, try to make eye contact and see if your infant reciprocates. If your infant avoids eye contact or seems disinterested, it could be a sign of autism.
- Delayed or absent babbling: Talk to your infant and see if they respond with any vocalizations. Infants are usually very social. If your infant doesn’t seem to be babbling or making any sounds in response to your voice, it could be a sign of autism.
- Repetitive behaviors: Observe your infant’s behavior and see if they engage in any repetitive behaviors, such as hand flapping or rocking. If these behaviors are persistent and interfere with normal development, it could be a sign of autism.
- Lack of social interaction: Try to engage your infant in social interactions, such as playing peek-a-boo or making faces. If your infant doesn’t seem interested in interacting with you or responding to social cues, it could be a sign of autism.
- Sensory issues: Observe your infant’s reactions to different sensory stimuli, such as loud noises or new textures. If your infant seems to have an extreme reaction to certain stimuli, it could be a sign of autism.
When to Seek Support and Resources
If you notice any of the early signs of autism in your infant, it’s important to talk to your pediatrician. Early intervention can make a big difference in the long-term outcomes for children with autism, so don’t hesitate to seek help if you have concerns. Your pediatrician can refer you to a specialist who can provide a comprehensive evaluation and diagnosis.
Once your child has been diagnosed with autism, there are many resources and support available to help them reach their full potential. Early intervention programs, such as speech therapy and occupational therapy, can help children with autism develop their communication and social skills. There are also support groups and advocacy organizations that can provide guidance and support for parents and caregivers.
Early detection and intervention for autism spectrum disorder (ASD) is crucial for improving outcomes for children with the condition. According to a study published in the Journal of the American Academy of Child and Adolescent Psychiatry, early diagnosis and intervention can lead to significant improvements in language, cognitive, and adaptive skills in children with ASD.
Research has also shown that early detection and intervention can lead to better long-term outcomes for children with ASD. A study published in the Journal of the American Academy of Child and Adolescent Psychiatry found that children who received early intensive behavioural intervention had better outcomes in social communication, language, and daily living skills than those who did not receive early intervention.
Furthermore, the American Academy of Pediatrics recommends that all children be screened for ASD at 18 and 24 months of age, as early detection and intervention can lead to better outcomes and improved quality of life for children with ASD and their families.
It’s also important to note that early detection and intervention can save families time and money in the long run. According to a study published in the Journal of Autism and Developmental Disorders, early identification and intervention for ASD can save families up to $37,000 in special education costs by the time the child reaches age 22.
In summary, early detection and intervention for ASD are crucial for improving outcomes for children with the condition. Research has shown that early diagnosis and intervention can lead to significant improvements in language, cognitive, and adaptive skills, as well as better long-term outcomes. Early screening and intervention can also save families time and money in the long run.
