As a parent, you are the foremost expert on your child. You know their unique personality, their quirks, and the rhythm of their development. It’s natural to watch them grow and compare their progress to developmental milestones. Sometimes, you might notice differences in how your child plays, communicates, or interacts with the world that leave you with a persistent, quiet question: Is this typical?

This guide is for any parent who has felt that flicker of concern. It is designed to be a clear, empathetic, and responsible resource on the early signs of Autism Spectrum Disorder (ASD) in toddlers. This is not a diagnostic tool. Instead, its purpose is to empower you with information about observable behaviors so you can feel more confident in knowing when to seek a professional conversation. Trusting your instincts is one of the most important things you can do, and this guide is here to support you in that process.

Understanding Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder is a developmental condition that affects how a person communicates, interacts with others, and experiences the world around them. The term “spectrum” is key—it means that autism looks different in every single person. There is a wide range of strengths and challenges, and no two autistic children are exactly alike.

The early signs of autism typically fall into two main categories: differences in social communication and interaction, and the presence of restricted or repetitive behaviors.

Differences in Social Communication and Interaction

This area involves how a child connects with, understands, and relates to other people. While a single sign on its own is rarely a concern, a pattern of several of these behaviors is worth discussing with a professional.

• Limited Response to Their Name: By their first birthday, most babies will turn to look when they hear their name. A toddler who consistently does not respond may be showing an early sign.
• Differences in Joint Attention: Joint attention is the shared back-and-forth of experiencing something with another person. It’s a foundational social skill. A toddler might point to a dog across the street and then look back at you to make sure you’re seeing it too. Signs of a difference in this area include:
  • Not pointing to show you something interesting.
  • Not bringing you objects just to show them to you.
  • Not following your point when you try to show them something.
• Differences in Play and Imitation: Toddlers learn by watching and copying the people around them.
  • A child may not imitate the actions of others, like waving bye-bye or clapping along to a song.
  • They may prefer to play alone or show little interest in other children.
  • They may not engage in simple pretend play by 18 months, like pretending to feed a doll or talk on a toy phone.
• Limited or Atypical Eye Contact: A child may avoid looking people in the eye or have fleeting eye contact.
• Difficulty Understanding Social Cues: A toddler may not look at your face to see how you’re reacting in a new situation, or they may not seem to notice when someone else is happy, sad, or upset.

Restricted or Repetitive Behaviors

This category includes a focused range of interests and a tendency to repeat certain behaviors.

• Repetitive Body Movements: This can include actions like hand-flapping, rocking, spinning, or running back and forth.
• Repetitive Use of Objects: A child might be more interested in the parts of a toy than the whole toy itself.
  • Lining up toys in a row instead of playing with them in a functional or pretend way.
  • Repeatedly flicking a light switch, spinning the wheels on a toy car, or opening and closing a door.
• Intense and Narrow Interests: A child may have an unusually intense interest in a very specific topic, such as trains, dinosaurs, or a particular cartoon character.
• Strong Need for Sameness and Routine: Many toddlers thrive on routine, but for an autistic child, a small change can be extremely distressing. This can look like:
  • Insisting on taking the exact same route to the park every time.
  • Needing to eat the same foods in the same way at every meal.
  • Becoming very upset if a familiar routine is altered.

Other Possible Signs to Be Aware Of

• Delayed Language Skills: This can include not babbling by 12 months, not using single words by 16 months, or not using two-word phrases by 24 months.
• Loss of Previously Acquired Skills: A significant red flag is if a child loses speech, babbling, or social skills they once had (regression).
• Unusual Reactions to Sensory Input: Many autistic children experience the sensory world differently. They may be over- or under-sensitive to sounds, touch, tastes, smells, or sights. This can look like:
  • Extreme distress at loud noises like a vacuum cleaner or blender.
  • Being a very picky eater with a strong aversion to certain food textures.
  • A constant need to move, crash, or jump.
  • Disliking the feeling of certain clothes.

The “What’s Next” Funnel: A Clear Path to Answers

If you’ve read through this list and feel a growing sense of concern, the most important message is this: act early. The “wait and see” approach is not recommended when it comes to a child’s development. The first three years of life are a critical period for brain development, and early intervention can make a profound difference for children and their families.

Here is a simple, step-by-step action plan:

1. Talk to Your Child’s Doctor: Schedule an appointment specifically to discuss your developmental concerns. Before you go, use a milestone checklist to organize your thoughts and write down specific, observable examples of the behaviors you’ve noticed. Share this list with your doctor.
2. Ask for a Developmental Screening: The American Academy of Pediatrics (AAP) recommends autism-specific screenings for all children at their 18- and 24-month well-child checkups, regardless of whether a parent has concerns. If your child hasn’t had one, ask for it.
3. Contact Your State’s Early Intervention Program: You do not need a doctor’s referral to request a free evaluation from your state’s public early intervention system. These programs are available in every state for children from birth to age three. An evaluation will determine if your child is eligible for services like occupational, physical, or speech therapy.

A diagnosis is not a label; it’s a roadmap. It unlocks a world of understanding and provides access to therapies and supports that can help your child learn, grow, and thrive. You are your child’s best advocate, and by acting on your concerns, you are taking a powerful, loving step to get them the support they need.