Early Signs of Autism in Babies and Toddlers: A Parent Guide

Possible Early Signs of Autism

The examples below are reasons to observe development and, when concerns persist, discuss them with a qualified health professional. They are not a diagnostic checklist.

Social communication and interaction

• not consistently responding to their name, while also considering whether hearing should be checked
• using fewer gestures such as pointing, showing, waving or nodding than expected for their developmental stage
• less often sharing attention between an object and another person, such as showing something interesting and checking whether the other person has noticed
• differences in back-and-forth sounds, facial expressions, play or conversation
• using speech less than expected, losing words previously used or communicating through repeated words and phrases
• playing with other people in a different way, including less imitation or pretend play

Routines, interests, movement and sensory experiences

• repeating movements, sounds or ways of playing, such as rocking, hand movements, spinning objects or arranging items
• strong, focused interests or sustained attention to particular objects, topics or parts of objects
• a strong preference for predictability or distress with unexpected change
• unusually strong or reduced responses to sound, light, touch, movement, pain, smell, taste or food texture
• seeking particular sensory experiences, such as watching movement closely, smelling objects or repeatedly touching a texture

Repetitive movement, sometimes called stimming, can help a child regulate, communicate excitement or manage sensory input. It should not automatically be stopped. Support is warranted when any behaviour is unsafe, painful or substantially limits participation, and the response should address its purpose rather than simply suppress its appearance.

What Else Can Affect Early Development?

Several developmental, medical and environmental factors can influence the behaviours parents notice. These can include hearing or vision differences, language disorder, global developmental delay, intellectual disability, ADHD, sleep problems, pain, anxiety and differences in a child’s opportunities to communicate or play. More than one condition can also be present.

A health professional may recommend a hearing assessment, developmental review or input from another discipline. Considering alternatives is not about dismissing a parent’s concern. It helps build a more accurate picture and identify support that fits the child.

When to Seek Advice

Speak with a GP, paediatrician or child and family health nurse when you notice an ongoing pattern that concerns you or affects your child’s participation. Do not wait for every possible sign to appear.

Seek prompt medical or developmental advice if your child loses communication, social, movement or self-care skills they previously used. Regression can have different causes and should be assessed rather than attributed to autism without investigation.

Screening Is Not Diagnosis

Developmental screening can help identify children who may benefit from closer assessment. A screening questionnaire or app does not confirm or rule out autism. Results need to be considered alongside observations, developmental history and the child’s circumstances.

Parents can prepare for an appointment by noting what they have observed, when it began, where it occurs and what helps. Short videos of everyday communication or play may be useful if collected respectfully. Childcare reports, hearing results and previous health or developmental records can also add context.

How Autism Assessment Works in Australia

Australia’s 2023 National Guideline describes a comprehensive, evidence-based process rather than one compulsory test. The assessment aims to understand the child’s strengths, needs, functioning and whether the diagnostic criteria for autism are met.

Depending on the referral question, an assessment may include:

• a detailed developmental, medical, family and educational history
• the perspectives of parents, carers and, where appropriate, educators
• observation of communication, play, relationships, interests and behaviour
• assessment of language, thinking, learning or everyday adaptive skills when relevant
• consideration of hearing, health, other developmental conditions and co-occurring needs
• standardised questionnaires or observational tools selected when clinically appropriate.

No single questionnaire, observation or score establishes an autism diagnosis. Some assessments can be completed by an appropriately qualified practitioner, while others benefit from a multidisciplinary team. The approach should be proportionate to complexity and responsive to the child’s language, culture, communication and access needs.

A good assessment is collaborative and strengths-based. It should explain the evidence considered, any uncertainty, the outcome and practical recommendations. Families should have the opportunity to ask questions and understand what happens next.

Support Does Not Have to Wait for a Diagnosis

Families can respond to identified needs while an assessment is being arranged. For example, a speech pathologist may help with communication, an occupational therapist may explore participation and sensory needs, and a psychologist may help with emotions, behaviour or family adjustment. The appropriate starting point depends on the child.

At home, parents can follow the child’s interests, notice all forms of communication, use simple and predictable language, prepare for transitions and adjust overwhelming sensory demands. Avoid forcing eye contact, preventing harmless stimming or rewarding a child for hiding distress. These strategies can create masking rather than genuine safety or participation.

Choosing Support Carefully

The National Guideline for supporting autistic children recommends individualised, family-centred support directed towards learning, participation and wellbeing. Decisions should combine research evidence, professional expertise, the child’s and family’s preferences and their particular context.

Be cautious of programs that promise a cure, guaranteed recovery or the removal of autism. Ask providers what goals will be measured, how the child’s assent and distress will be monitored, what evidence supports the approach and how the plan will be reviewed. Goals should be functional and meaningful, such as communicating needs, participating in daily routines or reducing pain and distress.

How Quirky Kid Can Help

A Quirky Kid psychologist can explore developmental concerns, gather information from the people who know the child and discuss the most appropriate next step. Depending on the referral question, this may include a developmental assessment, an autism assessment, psychological support or coordination with a paediatrician, speech pathologist, occupational therapist or educator.

For non-urgent concerns, contact Quirky Kid if you are unsure which service fits. Families preparing for an assessment may also read how to navigate an autism diagnosis. Sensory differences are discussed further in our guide, Is Sensory Processing Disorder a Diagnosis?

Key Points for Parents

• Development varies, and one behaviour does not diagnose autism.
• Look for an ongoing pattern across communication, interaction, routines, interests and sensory experiences.
• Screening can identify a need for assessment but cannot confirm or rule out autism.
• Loss of previously used skills requires prompt medical or developmental review.
• Assessment should bring together multiple sources of information and consider strengths, needs and alternative explanations.
• Support can begin before diagnosis and should promote safety, participation and wellbeing rather than conformity.

This article provides general educational information. It does not diagnose autism or replace individual medical, developmental or psychological advice.