Recognising the Signs of Autism

In our experience, the earliest sign that brings families to Amazing K is not usually autism itself – it is a concern about communication.

The most common reason parents contact us is because their child is not speaking, has very few words, or is not using language in a meaningful way. Parents may tell us that their child is two years old and has no speech at all, or that they occasionally hear a few words, numbers, songs or phrases, but the words are inconsistent and cannot be used to communicate wants, needs or feelings.

Many parents describe hearing things such as:

• “My child can count but does not answer when I call their name.”
• “My child sings songs but does not ask for what they want.”
• “My child says random words but does not use sentences.”
• “My child understands some things but does not communicate with us.”
• “My child understands when I ask them to do something but they are not speaking yet.”

Communication concerns are often accompanied by other difficulties. Parents may notice poor sleep, extremely selective eating, frequent crying, difficulty settling into a preschool environment, or a child who seems disconnected from the people around them. Teachers may report that the child struggles to participate in group activities, prefers to be alone, wanders around the classroom, or becomes distressed during everyday routines.

Interestingly, many of the behaviours professionals look for are not always the behaviours parents are most worried about. Parents often focus on the lack of speech, while developmental specialists may also observe difficulties with pointing, responding to questions, imitation, attention, social interaction, flexibility and play skills.

At Amazing K, we often find that a child arrives because of concerns about speech, but after spending time with them we begin to see a broader picture of how they communicate, learn, play and interact with the world around them.

If you are concerned about your child’s communication, social interaction, behaviour or development, it is always worth seeking a professional assessment. Early support can make a meaningful difference, regardless of whether a child ultimately receives an autism diagnosis.

Not necessarily.

A child who does not point is not automatically autistic. There are many reasons why a young child may struggle to communicate, and a lack of pointing on its own is not enough to diagnose autism.

However, pointing is one of the earliest and most important communication skills we expect to see in young children. Long before a child learns to speak, they begin communicating through gestures. They may point to a toy they want, to something interesting, or in response to a question such as “Where is the ball?” or “Show me the dog.”

At Amazing K, we often say that communication starts before speech. Pointing is one of the first ways a child learns to communicate their thoughts, needs, and interests with another person.

When a child struggles to point, it can tell us a great deal about how they process information, understand language, and interact with the world around them. Pointing requires a child to notice something, understand what is being asked, process the information, and then respond in a meaningful way. It is much more than simply extending a finger.

In many autistic children, difficulties with pointing often occur alongside other communication challenges. Parents may also notice that their child is not responding consistently to their name, is not using words to communicate, struggles to answer questions, or has difficulty engaging in social interaction.

For this reason, professionals pay close attention to pointing during developmental assessments. It is not because pointing itself is a sign of autism, but because it provides valuable information about a child’s early communication development.

If your child is not pointing, it does not automatically mean they are autistic. It does mean that their communication development may benefit from further assessment and support, particularly if there are other concerns relating to speech, language, social interaction or learning.

Not necessarily.

A child who does not consistently respond when their name is called is not automatically autistic. However, it is one of the most common concerns parents raise when they first seek help.

At Amazing K, we often explain that communication is not only about the words a child says. It is also about the words going into a child. While many parents focus on speech and language development, receptive language skills are equally important. Receptive language refers to a child’s ability to hear, process and understand information that is being given to them.

When a child does not consistently respond to their name, it may suggest they are having difficulty processing and responding to language. This can occur for a variety of reasons, including language delays, developmental delays, hearing difficulties, attention challenges and autism.

One interesting thing we observe is that responding to a name is not always a simple yes-or-no skill. Some children do respond when their names are called, but their responses may be delayed. A parent may call several times before the child looks up or acknowledges them. In other cases, the child may appear not to respond at all when they are deeply engaged in an activity that interests them.

Many parents also notice that their child seems to respond more quickly to songs, music, or familiar routines than they do to spoken language. While every child is different, music and rhythm can sometimes be easier for children to process than everyday verbal communication.

The context is also important. A child who appears not to respond when focused on a preferred activity may respond very differently when they are relaxed, available for interaction, and not deeply engaged in something else.

For this reason, professionals do not look at name response in isolation. We also consider how a child communicates, follows instructions, engages with others, responds to questions, uses gestures such as pointing, and participates in everyday activities.

If you are concerned that your child is not consistently responding when spoken to, it is worth seeking professional guidance. Understanding how a child receives and processes language is often just as important as understanding how they use words themselves.