Recognizing Autism in Babies

According to research, some common traits of autism usually emerge in infants during the ages of 9-16 months. However, parents may not be familiar with these early signs, which can cause delays in having their children diagnosed with autism. Often, children are not diagnosed with autism until they are four or five years old, postponing early intervention that can help address issues associated with autism. This month, two notable organizations introduced helpful guides for parents of infants to help them identify concerning characteristics related to autism so that they may seek further assessment.

According to “Early signs of autism for infants and toddlers,” written by Joe Dziemianowicz and posted April 1, 2019, on the Today show website, a new online resource called Baby Navigator can help parents recognize common traits of autism. [To read this article, please click here.] Developed by the Florida State University College of Medicine’s Autism Institute, under the direction of Amy Wetherby, Ph.D. in communication disorders, this site is designed for parents.

As part of the Baby Navigator site, Autism Navigator offers a wealth of free resources for families, including photos, videos, and screening tools for babies 9-18 months. [To view this site, please click here.] The goal of this site is to help parents recognize the first signs of autism to assist in early detection and diagnosis. A primary resource of Autism Navigator is an online text illustrated with photographs, 16 Early Signs of Autism by 16 Months. This book not only defines common characteristics found in babies with autism but also contrasts these behaviors with those of typical infants. In addition, they note that if only one or two traits are exhibited, parents should not be concerned, but babies showing four of the traits should be screened for autism. Moreover, they recommend that those infants who display eight or more of the traits should be referred for an autism evaluation.

The 16 Early Signs of Autism by 16 Months include the following:

1. “Hard to get your baby to look at you”––They explain that typical babies gaze at their parents’ face and eyes, whereas babies with autism often do not look at faces.

2.  “Rarely shares enjoyment with you”––They note that typical babies smile and laugh, while babies with autism may rarely smile or show facial expressions and may have a flat affect, making it difficult to tell whether they are happy.

3.  “Rarely shares their interests with you”––They explain that babies with autism often do not use gestures, such as pointing, or sounds or words, as typical babies do.

4.  “Rarely responds to their name or other bids”––They describe how babies with autism may not come when they are called or may not engage in interactive behaviors, such as waving or looking where someone else is pointing.

5. “Limited use of gestures such as showing and pointing”––They indicate that babies with autism often do not point with their fingers.

6.  “Hard to look at you and use a gesture and a sound”––They explain that typical babies use a combination of behaviors to show their interests and wants. Babies with autism may not be able to do all three behaviors at the same time.

7.  “Little or no imitating other people or pretending”––They note that around a year old, babies copy others’ behavior, such as caring for a teddy bear or pretending to cook. However, infants with autism may not display these behaviors.

8.  “Uses your hand as a tool”––They describe how typical babies ages 9-16 months use a variety of gestures, such as reaching and waving. In contrast, those with autism have limited gestures and may use their parents’ hands as tools instead, such as using a parent’s hand to point instead of their own.

9.  “More interested in objects than people”––They explain that typical babies like to interact, whereas babies with autism may ignore other people, especially if they are already engaged with toys or objects.

10.  “Unusual ways of moving their fingers, hands, or body”––They note that babies with autism may stiffen and flare their fingers or display unusual posture.

11.  “Repeats unusual movements with objects”––They describe how children with autism may spin or line up objects.

12.  “Develops rituals and may get very upset over change”––They note that typical babies learn routines but can adapt easily to change. By contrast, babies with autism need routine and may be inflexible and upset about change.

13.  “Excessive interest in particular objects or activities”––They explain that infants with autism may be overly focused and difficult to shift their attention away.

14.  “Very focused on or attached to unusual objects”––They note that babies with autism are often drawn to utensils or gadgets.

15.  “Unusual reaction to sounds, sights, or textures”––They describe sensory issues found in autism, such as putting hands over ears in loud environments, squinting in bright light, and being bothered by clothing tags.

16.  “Strong interest in unusual sensory experiences”––They provide examples of behaviors observed in children with autism, including looking out of the sides of their eyes and rubbing objects that have texture.

This clearly written and well-organized book offers a valuable resource for parents of infants who may be concerned that their children are displaying characteristics of autism. Another excellent resource introduced this month may also provide helpful guidance for those parents of infants concerned about their children’s development. The National Autism Association recently published “Autism SOS” online as a simple guide to help parents recognize signs of autism at 12-18 months and 18-24 months. [To view this guide, please click here.] The letters SOS stand for Social Avoidance, Obsession and Repetition, and Speech Delays.

Specifically, social avoidance in autism includes the tendency to prefer objects to people, a lack of eye contact, and not responding to others’ facial expressions, such as smiles. In addition, social avoidance includes the following behaviors: not imitating parents, preferring to play alone, and not liking being touched.

Examples of obsession and repetition commonly seen in autism may involve children staring at their hands or objects, especially things that spin. Moreover, they may engage in repetitive movement, such as hand flapping or rocking. Also, they may exhibit a need for sameness and routine, and they may become upset by sensory issues, including loud noises and bothersome textures.

The third identifying aspect of autism, speech delays, is critical but not as specifically addressed by Autism Navigator. For many parents, speech delays are the impetus to have their children assessed for autism. “Autism SOS” explains that speech delays involve expressive language, such as the baby not attempting to communicate by pointing or reaching or by making sounds like “da-da” or “ba-ba.” In addition, the child may repeat words over and over with no real intent to communicate to others, and by two years old, the child may not be able to produce two-word phrases. Furthermore, children with autism may display speech delays by their lack of receptive language, not responding to their names nor understanding simple statements and questions directed to them.

While the rapidly increasing numbers of children diagnosed with autism are worrisome, the increase of helpful resources for parents is encouraging. Hopefully, the availability of useful guides, including Autism Navigator and “Autism SOS,” will encourage parents to seek professional help for their children who are struggling with autism so that they can overcome obstacles and develop skills needed to develop their full potential.

“After these signs take place, do what must be done, for God is with you.” I Samuel 10:7