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00:00Limited Eye Contact
00:04One of the earliest observable signs of autism is limited eye contact.
00:08From infancy, most children naturally seek out and hold eye contact with caregivers as part of social bonding and communication.
00:16Eye contact helps infants learn to interpret facial expressions and develop social awareness.
00:22Children who may be on the autism spectrum often avoid or reduce eye contact compared to their peers.
00:28They might look away quickly when someone tries to engage with them or consistently focus on other objects instead of a person's face.
00:36It is important to note that this behavior is not due to shyness or disinterest alone, but rather a neurological difference in how social interactions are processed.
00:46Eye contact can feel overwhelming or uncomfortable for some children with autism, leading them to avoid it.
00:52Consistently limited eye contact, especially when combined with other developmental differences, can be an early indicator for further evaluation.
01:02Few Social Smiles
01:04Another early sign of autism is the reduced frequency of social smiles.
01:08Typically, infants begin to smile responsively around six to eight weeks of age, especially when they see a familiar face or hear a caregiver's voice.
01:17These smiles are an important part of social development as they signal recognition, connection, and the beginning of nonverbal communication.
01:26Children on the autism spectrum may smile less often in social situations or their smiles may not appear connected to shared interactions.
01:34For example, they might smile at objects or in response to internal stimulation rather than when engaging with people.
01:41This difference can make it harder for parents and caregivers to establish reciprocal emotional exchanges, such as smiling back and forth.
01:49While some children with autism do smile, the quality and context of those smiles may differ, with fewer being used as a way to engage socially.
01:58This reduced use of social smiles is a key developmental marker for early detection.
02:03Doesn't respond to name.
02:05By around six to twelve months, most infants begin to recognize and respond to their own name.
02:10This response is an important developmental milestone as it shows that a child is beginning to connect sounds, identity, and social attention.
02:19In children with autism, a lack of consistent response to their name is often reported by parents as an early concern.
02:26Instead of turning their head, making eye contact, or showing acknowledgement, the child may continue focusing on their activity as if they did not hear it.
02:35This does not necessarily indicate a hearing problem.
02:38Many children with autism have normal hearing, but rather a difference in how social and auditory information is processed.
02:45The absence of this response can make it harder to get the child's attention, engage in interaction, or provide guidance.
02:52Persistent lack of name recognition across settings is considered a strong early sign that should prompt further developmental evaluation.
03:01Babbling is a crucial stage in early language development, typically emerging around six months of age.
03:07It involves the repetition of consonant and vowel sounds like ba-ba or da-da, which later form the foundation for spoken words.
03:16Most infants use babbling not only to practice sounds but also to engage socially, often babbling back and forth with caregivers in what is called vocal turn-taking.
03:26In children with autism, babbling may be significantly reduced or absent.
03:31They might produce fewer sound combinations, or their vocalizations may not be directed toward others for communication.
03:38Instead of using babbling to get attention or share excitement, sounds might appear more self-directed or sporadic.
03:45The lack of typical babbling delays the pathway to word formation and makes early communication harder.
03:51This is why professionals consider limited or absent babbling an important early marker when evaluating speech and social development milestones.
04:00Gestures are a primary way infants communicate before they develop words.
04:05By around nine to twelve months, most children begin using gestures like pointing to request something, waving to greet or say goodbye, and reaching to be picked up.
04:15These early nonverbal signals are critical building blocks for communication because they show intent to share or request.
04:22Children with autism often display fewer of these gestures, or they may use them in atypical ways.
04:28For example, a child may not point to share interest in an object, or they might physically guide an adult's hand instead of pointing to what they want.
04:37The lack of gestures reduces opportunities for social reciprocity since caregivers rely on these cues to respond and build interaction.
04:45Limited pointing and waving are especially significant because they reflect a child's interest in connecting with others,
04:52and their absence can indicate delays in both social and language development.
04:57Joint attention is the ability to share focus on an object or event with another person.
05:02For example, when a parent points to a toy across the room and the child looks at both the toy and back at the parent to share the experience, that is joint attention.
05:12This skill typically develops around nine to fifteen months and is a foundation for learning language, social interaction, and imitation.
05:20Children with autism often show limited or absent joint attention.
05:24Instead of following a parent's gaze or pointing to share interest, they may remain focused only on what interests them.
05:31They may not look back to check if someone else is sharing the experience.
05:35Without joint attention, children miss opportunities to learn from social cues, words, and actions.
05:42This limitation is one of the strongest early indicators of autism as it directly affects how a child connects with and learns from others.
05:51Pretend play, also known as imaginative or symbolic play, usually begins to emerge between eighteen and twenty-four months of age.
05:59It involves using objects, actions, or ideas to represent something else.
06:04For example, pretending a block is a car, feeding a doll, or acting out a simple role like playing house.
06:10Pretend play is not just fun. It is a critical part of cognitive and social development.
06:16Through it, children practice problem-solving, creativity, and social roles.
06:21Children with autism often show delays or absence in this type of play.
06:26Instead of pretending, they may use toys in repetitive or literal ways, such as lining up cars rather than imagining them racing.
06:35The lack of pretend play signals difficulty in symbolic thinking, which is also linked to language development and social imagination.
06:43Without this skill, children miss opportunities to rehearse real-world interactions and expand their ability to understand different perspectives.
06:51Repetitive movements, also called stereotyped behaviors, are another early sign of autism.
06:57These can include hand flapping, rocking back and forth, spinning in circles, or repeatedly moving fingers in front of the eyes.
07:05Such movements may start in infancy or early toddler years and often serve a self-regulating purpose.
07:12For some children, these actions provide comfort or help manage overwhelming sensory input.
07:17For others, they may be a way to express excitement or focus attention.
07:22While brief, repetitive actions can occur in typically developing children, in autism they are more frequent, more persistent, and less connected to playful exploration.
07:32These movements can interfere with learning, play, and social engagement if they dominate behavior.
07:39Repetitive movements are part of the diagnostic criteria for autism, and when observed alongside social and communication differences,
07:46they provide important clues for early identification and intervention.
07:511. Intense focus on parts of objects
07:54Children with autism may show an unusual or intense focus on specific parts of objects, rather than using them in a typical, functional way.
08:03For example, instead of rolling a toy car across the floor, a child might spend long periods spinning its wheels or staring at the reflections on its surface.
08:12Similarly, they may become fascinated with the texture of a toy, the buttons on a remote, or the edges of a book, without engaging in play as intended.
08:21This pattern reflects a difference in how attention is directed and maintained.
08:26While close observation is not inherently negative, the narrow and repetitive focus can limit opportunities to explore objects more broadly and engage in imaginative play.
08:37Such behavior is considered an early red flag when it consistently replaces interactive or functional play as it reduces the child's exposure to varied learning experiences and social exchanges.
08:50Sensory differences are among the most recognizable early signs of autism.
08:55Children on the spectrum may be either overly sensitive, hypersensitive, or undersensitive, hyposensitive to sounds, sights, textures, tastes, or smells.
09:05For example, a child might cover their ears at ordinary noises like a vacuum cleaner or a blender, or they may become distressed by the feel of certain clothing fabrics.
09:14On the other hand, some children may seek out sensory input, such as staring at spinning objects, rubbing textures repeatedly, or enjoying strong lights and vibrations.
09:25These differences are not simply preferences, but reflect how the nervous system processes sensory input.
09:32Sensory challenges can significantly impact daily life, from eating a variety of foods to tolerating common environments like classrooms or playgrounds.
09:41Identifying unusual sensory responses early is important, as they often contribute to behavioral patterns and help explain why a child reacts strongly or avoids certain experiences.
09:53Unusual tone of voice.
09:54Unusual tone of voice.
09:55Another early sign of autism is an atypical tone of voice.
09:59Children on the spectrum may speak with a pitch, rhythm, or intonation that sounds different from their peers.
10:05For example, some may use a flat, monotone voice that lacks the natural rise and fall of typical speech, while others might have an exaggerated sing-song quality or unusual stress patterns on words.
10:18These differences are linked to challenges in prosody, the musical aspects of speech that convey emotion and social intent.
10:26Because of this, their speech may sound less natural or harder for others to interpret in terms of mood or emphasis.
10:33Even before full speech develops, unusual vocal patterns may be noticed in early babbling or first words.
10:40While not all children with autism will have this sign, when it appears alongside other communication and social differences, it provides an important clue for early recognition.
10:51Echolalia refers to repeating words or phrases that a child has heard, either immediately after hearing them or later on.
10:59For example, if a parent says,
11:01Do you want juice?
11:02The child might repeat, want juice, instead of answering yes or no.
11:05Scripting is a related behavior where children recite lines from television shows, movies, or books, often word for word and out of context.
11:14While repetition is a normal stage in early language development, in autism it can persist longer and replace functional communication.
11:22Echolalia and scripting are not meaningless.
11:25They often serve as a way for children to self-soothe, practice language, or attempt communication when generating original speech is difficult.
11:34However, because the phrases are repeated without flexibility, they may not always match the situation.
11:40These behaviors are strong indicators of differences in language development and should be carefully observed when assessing early signs of autism.
11:48Difficulty with transitions
11:50Children with autism often struggle with changes in routine or shifting from one activity to another.
11:56This difficulty with transitions is an early sign that can be noticed in daily life.
12:01For example, a child may become upset when it is time to stop playing and start eating, or when moving from home to school.
12:08Even small, unexpected changes, like a different route to the store or a new seating arrangement, can trigger distress.
12:15These reactions are not simply stubbornness.
12:18They reflect a need for predictability and difficulty in adapting to new situations.
12:23Routines provide a sense of security, and breaking them can cause anxiety.
12:28Early on, this may show as tantrums, resistance, or withdrawal whenever a transition is required.
12:35Recognizing this pattern is important because it highlights challenges with flexibility and adaptability, which are core aspects of social and developmental growth in children with autism.
12:46Imitation is a key developmental skill that helps children learn language, social behavior, and everyday actions.
12:53From infancy, most children copy facial expressions, gestures, or sounds made by caregivers.
12:59As they grow, they imitate more complex behaviors, such as clapping hands, using utensils, or pretending to talk on a phone.
13:08Children with autism often show limited imitation skills.
13:12They may not copy actions when prompted, or they may take longer to develop this ability.
13:17Without imitation, children miss important opportunities to practice communication and social interaction.
13:24For example, a toddler who does not imitate words or gestures may fall behind in language development.
13:31Limited imitation also makes it harder to engage in shared play, since many early games depend on copying others.
13:38This difference is a significant marker, as imitation is central to how young children learn from their environment and from the people around them.
13:46Regression in skills is one of the most concerning early signs of autism.
13:50It occurs when a child appears to develop typically, meeting milestones such as speaking words, using gestures, or engaging socially, but then loses these abilities.
14:01For example, a toddler who previously said several words may stop speaking altogether, or a child who once waved goodbye may no longer use that gesture.
14:10This regression often happens between 15 and 30 months of age.
14:14The loss of skills can be gradual or sudden, and it usually affects communication, social interaction, or play.
14:22Regression signals that developmental progress has been disrupted and is a strong indicator for autism evaluation.
14:29It is especially significant because parents may notice their child slipping backward rather than simply being delayed.
14:35Early recognition of regression is critical, as timely intervention can help regain lost skills and support ongoing development.
14:43Hyper or hyporesponsiveness to pain
14:46One notable early sign of autism is an unusual response to pain, either being less sensitive than expected or more reactive than typical.
14:55Some children on the spectrum may seem to have a very high pain tolerance, barely responding when they bump into furniture, scrape a knee, or even experience a more significant injury.
15:06This can make it difficult for caregivers to recognize when medical attention is needed.
15:10On the other hand, some children show hypersensitivity, reacting with extreme discomfort to even the slightest pain, such as a minor scratch or routine medical procedures.
15:21These differences occur because the brain processes sensory input in unique ways, altering how pain signals are experienced.
15:29While unusual pain responses alone do not confirm autism, when combined with other social and communication differences, they provide valuable clues for early identification and emphasize the role of sensory processing in development.
15:43Difficulty engaging in back-and-forth interaction
15:47Early communication begins long before a child speaks their first words.
15:51Babies naturally participate in what is called reciprocal interaction, or back-and-forth exchanges.
15:57This involves cooing, babbling, smiling, or gesturing in response to a caregiver, then pausing and waiting for a response before continuing.
16:06It resembles the rhythm of a conversation and helps children learn the basics of communication and social connection.
16:13Children with autism often show difficulty in developing this pattern.
16:17They may not respond to a parent's smile or vocal cue, or they may vocalize repeatedly without pausing to allow interaction.
16:25This lack of reciprocity can make it harder to establish emotional bonds and delays the foundation for later conversation skills.
16:33When caregivers notice their child not joining in these natural exchanges, especially by the end of the first year,
16:40it is considered a significant early marker that should be evaluated alongside other developmental behaviors.
16:46Unusual or restricted interests
16:49Another early marker of autism is the presence of unusually strong or narrowly focused interests.
16:55While all children have favorite toys or activities, children on the spectrum may show an intense and repetitive interest that goes beyond typical play.
17:04For instance, a child may spend long periods spinning the wheels of a toy car rather than pretending to drive it,
17:11or they may become deeply absorbed in letters, numbers, or specific objects.
17:16These interests often dominate their play, leaving little room for broader exploration or imaginative activities.
17:23While such focus can later translate into strengths, in early development it can limit opportunities for learning new skills and engaging socially.
17:32The restricted nature of these interests reflects differences in flexibility and curiosity, which are central to childhood development.
17:40When paired with other communication or social differences, this behavior stands out as a significant early sign of autism.
17:48A few words are clear.
17:49You could not see anything else.
17:50A few words are clear.
17:51I am not seeing many resources.
17:52You can see it.
17:53Maybe the third thing is clear.
17:54You could not see the truth who is a real name, but it may not be a real name.
17:58You could not see the truth.
17:59The third thing is clear.
18:00The second thing is, recalls of autism as well.
18:01To be a very powerful influencer to turn the attention of autism is important.
18:03You could not see the attention, but the question is clear.
18:04It is clear.
18:06You could not see a great point of autism.
18:07You could still see a large number of the type of autism.
18:08You could see in a particular an adult.
18:09But it is a different location.
18:10You could see most.
18:11I can see the picture of autism on the previous Const.
18:12By the first time.
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