If you are a parent or caregiver worried that your child might have Autism Spectrum Disorder (ASD), obtaining a timely diagnosis is crucial—early intervention often leads to the best long-term outcomes.
“As many studies have shown, early intervention is critical for the best outcomes in children with autism, and many believe the earlier the better,” says Connie Kasari, professor of Human Development and Psychology at UCLA’s Graduate School of Education and Information Studies and the Department of Psychiatry. A formal diagnosis is the gateway that allows families to access the therapies and supports their child may need.
Autism Spectrum Disorder is a neurodevelopmental condition that affects social interaction, communication, and behavior. It is a spectrum, meaning symptoms and severity vary widely between individuals. ASD may not be immediately apparent from appearance alone, but it can present significant social, emotional and behavioral challenges. While some symptoms can persist lifelong, evidence supports that early identification and intervention improve developmental trajectories.
Concern about ASD has been growing since the U.S. Centers for Disease Control and Prevention reported increasing prevalence in recent years. According to the CDC, about 1 in 68 children were identified with ASD in 2014, up from 1 in 88 in 2012 and 1 in 110 in 2010—trends that have heightened public awareness and the need for early screening and services.
Kasari is a founding member of UCLA’s Center for Autism Research and Treatment, which provides assessment and treatment services to the public and offers resources on ASD. Her work focuses on developing targeted early interventions aimed at improving social communication in infants, toddlers and preschoolers at risk for autism. She also studies groups that have been under-represented in research, including children from under-resourced communities, minimally verbal children, and girls.
To help parents and caregivers recognize early signs of ASD, Kasari highlights five key behaviors to observe. Concerns in any of these areas should prompt screening and, if indicated, a full evaluation by a professional:
- Does the baby respond when their name is called? Typically developing infants will turn toward the person who calls their name. Many babies later diagnosed with autism do not consistently respond when their name is called—studies suggest only about 20% will turn to look. Children with ASD can be selectively responsive to sounds, sometimes reacting to sudden noises (such as a TV turning on) while failing to notice a caregiver’s call. This can lead parents to wonder if there is a hearing issue when the underlying cause may be social attention differences.
- Does the child show joint attention? Joint attention occurs when a child and another person share focus on the same object or event. Typical children will follow a point, shift gaze between an object and a person, or show an item to engage someone else (for example, pointing at a dog and looking to a parent as if to say, “Look!”). Children with autism often do not follow others’ pointing or gaze, rarely shift their attention back and forth between people and objects, and may not point or show objects to share interest.
- Does the child imitate others? Imitation—copying facial expressions, sounds, gestures, or actions with objects—is a common way infants learn social and communication skills. Babies with ASD generally imitate less frequently; they may not mirror facial expressions or hand movements and may be less inclined to copy actions involving toys or objects.
- Does the child respond emotionally to others? Typical infants respond to social cues: they smile back, initiate smiles or laughter during play, and may show concern when others are upset. In contrast, a child with autism may appear emotionally detached—failing to respond to smiles, not engaging in reciprocal play, or seeming unaware of another person’s distress.
- Does the child engage in pretend play? Pretend or symbolic play—acting out roles or using objects to represent other things—generally emerges by the end of the second year. A child might feed a doll, brush its hair, or imitate cooking. Children with ASD often show limited or absent pretend play at this age; they may focus on a single toy, engage with objects in repetitive ways, or pay more attention to movements of their own hands than to imaginative play scenarios.
Kasari emphasizes that parents should pay close attention to behaviors that are absent or occur very infrequently. “The absence of certain behaviors may be more difficult to pinpoint than the presence of atypical behaviors,” she notes. Nevertheless, concerns in any of the five areas above are valid reasons to seek screening. Several validated screening tools are available; results from a screener can guide whether a comprehensive diagnostic evaluation is needed and help families connect to early intervention services.
Source: Kathy Wyer – UCLA
Image Source: The image is credited to UCLA