Behavioral Autism Indicators

There is no single test to diagnose autism. The clinician uses skilled observation, a detailed parent interview, cognitive testing as well as social and language assessment tools to ascertain a pattern of behavioral and developmental characteristics that lead to a provisional diagnosis of autism. The behavioral indicators would include:

Communication Disorders

No speech or poorly developed speech patterns and poor or absent expressive and receptive communication. Children with autism have difficulty understanding the purpose of language. Communication appears object-directed rather than person-directed. There may be little use of gesture to communicate, with failure to develop speech; or speech may develop but be limited or disordered. Other features of speech are echolalia (parroting), pronoun reversal and lack of usual tonal changes to voice.

Poorly Developed Play Skills

Minimal or absent interactive play; little or no imaginative play; preference for a small range of toys or objects and inappropriate use of these. Play is not representational and may be stereotyped.

Poor Social Interaction

Absence of, or minimal eye contact, social aloofness, poor imitative skills, apparent emotional detachment. The child may have little interest in other people and may even have difficulty showing affection to their family. This may manifest in early infancy with failure to form strong attachments. The child may not like being held, might avoid eye contact when being held and not develop a social smile.

Unusual behaviors

Finger flicking, spinning, lining up objects and toe walking. Behavior is frequently characterized by resistance to change, repetitive mannerisms and preoccupation with specific objects or activities. Changes to daily routine may bring marked distress manifesting as tantrums. In infancy these children appear unusually sensitive to sensory stimuli, such as foods of different textures, noises or lights. The normal preoccupation with their own hand and finger movements persists and becomes self-stimulatory. In the second and third years these self-stimulatory behaviors may become more obvious with withdrawal from environmental stimulation.

If you or someone you know is concerned that their child may be demonstrating some of these behaviors it may be helpful to contact your pediatrician, local Regional Center if you reside in California or local Children’s Hospital. The Regional Centers and Children’s Hospital have developmental assessment departments with staff who can assist with diagnosis and referral to support services.