Five signs your child may have Autism

One question I am frequently asked by other parents when they discover I have a child with an ASD diagnosis is,

‘How did you notice?’

My answer is never all that straight forward; in our situation it was rather a combination of symptoms and behaviors that caused concern. Because Autism is a developmental disorder of the brain, the senses are significantly affected and this can vary in severity with each autistic child. Some may be severely impaired in communication, others can have sensory issues. Everyone’s story is unique and different, just like their child with Autism!

In an attempt to answer the question, I’ve outlined the five signs in presentation that prompted me to ask for a formal assessment:

1. Speech delay/ disordered speech

George’s babbling continued until around two and a half. Despite not being able to use words functionally, he could recite ‘The wheels on the bus’ word for word. He could also repeat lines from his favorite cartoons such as Peppa Pig (known as scripting or Echolalia), yet he was unable to verbalise simple basic needs such as asking for a drink. Instead, George would take me by the hand and lead me into the kitchen, pulling me in the direction of the cupboard where his juice was kept.

2. Sensory obsessions

From as young as twelve months old I noticed George had a fascination with water. In fact, any liquid he could find – whether it was someone’s cup of tea or his own cup of juice, he would put his hands straight into it. This behavior may appear to be typical of a one year old, but it continued as he grew – he would drop objects into drinks and fish them out, or tip the whole thing over himself. His other obsession was hair; he liked to hold my hair and rub it into his hands and on his face. Dolls hair, furry teddies or anything fluffy. This is known as sensory seeking behavior and is a way of coping with the demands of the environment and the ability to process sensory stimuli.

3. Repetitive behaviour

George had some repetitive behaviours when playing with his toys. He liked to lay all his toy figures flat on their sides. No matter how often I put them back the right way, he would go over and lay them on their sides again. It was like he had to do it, and often got upset if I put them back. This progressed into lining things up or grouping them together, in neat lines or tidy piles. He was very focused on this task, and if one fell over or was slightly out of place he kept at it until it was just in the right order.

4. Stimming

Of course, until George was diagnosed at 2 and a half I didn’t know that there was a name for this behavior. Often, George would pace the room, running up and down and back again or walking in circles for a very long time. It was sort of trance-like, he was happy and enjoying himself but wouldn’t notice if I called out to him or tried to stop him from doing it. It was as if I wasn’t in the room. He jumps and flaps his hands and babbles in his own world quite happily, it looks a lot of fun!

What I found alarming was his vacant expression when stimming, his eyes have a glazed look as if he is in another world. Generally this happens when he’s really excited or if he’s in an environment where there’s a lot of sensory input for him to deal with. Stimming can be a comforter when he feels threatened or a celebration when he’s happy! Because George struggles to verbalise his feelings, this is how he communicates them.

5. Delayed responses

A very early sign for us was George’s delayed response to sounds. If we called his name he would rarely look, even on the second and third attempt with a raised voice. Some very loud noises wouldn’t receive a reaction, but if you whistled or sang at high pitch, he became distressed. It was like he was sensitive to certain frequencies and unresponsive to others. Initially I thought George had a hearing problem, but he was discharged after a number of hearing tests with sound hearing. We now understand that this is part of his sensory perception, many children with an ASD have difficulties in processing sensory information.

These are the main points that drew my attention in George’s case, but symptoms can vary. It is worth mentioning that assessment will only be considered if your child presents with difficulties in three main areas, known as the triad of impairments.

If you have concerns that your child isn’t reaching their developmental milestones and are showing difficulties in any three of these areas, talk to your GP or Health visitor. An early diagnosis is key to accessing help and support for your child. Luckily George was diagnosed at a young age but many children are undetected for years – if you have any concerns, trust your instincts and waste no time in seeking advice.

There are a wealth of support networks out there.

For further information, visit:

Autism West Midlands

National Autistic Society

Autism Speaks