Autistic 2-year-olds often show differences in social interaction (like avoiding eye contact, preferring to play alone), communication (delayed speech, repeating phrases), and have repetitive behaviors (lining up toys, flapping hands) or intense interests, often struggling with changes and sensory input, unlike typical toddlers who engage more in pretend play and social games. Key signs include unusual reactions to sounds/textures, focus on parts of objects (like car wheels), and distress over routine changes, with some even losing skills they once had.
Autism in young children
not responding to their name. avoiding eye contact. not smiling when you smile at them. getting very upset if they do not like a certain taste, smell or sound.
Repetitive behaviors, such as hand-flapping, rocking, or repeating the same actions over and over, are common signs of autism. Additionally, a two-year-old with autism may have very specific interests or engage in play that seems repetitive or focused on a particular object or activity.
If your toddler is actively participating in social interactions, displaying age-appropriate social skills, and engaging in imaginative play, these are positive signs of their typical development. Understanding the typical behaviors of toddlers can provide further insight into their social development.
Obsessive Over Hobbies and Interests
Intense focus and preoccupation with specific hobbies or interests are common. Toddlers with high-functioning autism may display a deep passion for certain activities, often to the exclusion of others.
What are the early warning signs for autism spectrum disorder? The early warning signs for an ASD include concerns about a child's social skills, communication, and restricted or repetitive patterns of behaviors, interests, activities, and emotional regulation.
The "6-second rule" for autism is a communication strategy where a speaker pauses for about six seconds after asking a question or giving information, giving the autistic person extra time to process it without feeling rushed, which helps reduce anxiety and allows for a more thoughtful response, reducing frustration for both parties. Instead of repeating or rephrasing, which can be confusing, you wait, and if needed, repeat the exact same words after the pause.
Social interaction and communication
not consistently respond to their name being called. not consistently use gestures on their own – for example, they might not wave bye-bye or clap without being asked to, or they might not nod for yes or shake their head for no.
People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms.
Reaching to one's own forehead in response to a marked mirror image has traditionally been conceptualized as an important, initial measure of self awareness (the mirror self recognition test, or MSR, e.g. Gallup, 1970) and it typically emerges between the ages of 18 and 24 months (Bertenthal and Fischer, 1978).
For some autistic children, expressing love through touch, such as cuddling or hugging, can be a meaningful way to connect with others. Even though they may be touch-resistant due to sensory issues, their desire for physical closeness and affection remains.
There's no single "hardest" age for autism; challenges shift across developmental stages, with preschool (2-5) often tough due to noticeable differences in social/language skills, elementary (6-10) marked by growing academic/social demands, and adolescence (11-17) frequently being overwhelming due to complex social pressures, puberty, and identity formation, say Bluebell ABA Therapy and Blossom ABA Therapy. While early childhood (ages 3-6) sees initial progress for many, this often stalls around age six, a critical turning point where increased support is crucial, according to research, notes The Transmitter.
Children with ASD tend to augment their walking stability with a reduced stride length, increased step width and therefore wider base of support, and increased time in the stance phase. Children with ASD have reduced range of motion at the ankle and knee during gait, with increased hip flexion.
When walking or running, the child's coordination can be immature with a gait that lacks fluency and efficiency. On careful observation, there can be a lack of synchrony in the movement of the arms and legs, especially when the person is running.
Effective Discipline Strategies for Autistic Children
Around 90% of autism cases are attributed to genetic factors, meaning autism is highly heritable, with many different genes contributing, rather than a single cause, often interacting with environmental influences during early brain development, though specific environmental factors don't cause it but can increase risk. Twin studies show strong genetic links, with concordance rates between 60-90% in identical twins, and research points to complex interactions of many genes and prenatal/perinatal factors.
seems less aware of others around them – for example, they might not respond to their name being called. autistic babies and toddlers may not smile when smiled at by others or point when they want to show others something or find something interesting. find following 'social rules' confusing.
Main signs of autism
finding it hard to make friends or preferring to be on your own. seeming blunt, rude or not interested in others without meaning to. finding it hard to say how you feel. taking things very literally – for example, you may not understand sarcasm or phrases like "break a leg"
Examples of this can include: following set routines and rituals – examples include eating the same meals each day, doing tasks in the same order, using the same items (such as a favourite cup or pen), taking the same route to school or work, children asking the same questions to hear the same answers (for reassurance)
A child at risk for autism might move their hands, fingers, or other body parts in an odd and repetitive manner. Example of a typically developing child: Mrs. Smith notes that while Johnny is getting better at throwing a ball, his throw is still very clumsy and he holds the ball awkwardly.
Signs of Separation Anxiety in Autistic Children
Parents and caregivers may notice behaviors such as: Intense crying, screaming, or meltdowns when a caregiver leaves. Refusal to attend school, therapy, or social activities. Regression in skills, such as toileting or independent play.
Holding specific objects for extended periods of time is a common behavior among children on the Autism spectrum.
Chinning is a form of repetitive self-stimulatory behavior (stimming) that you may notice in children or adults with autism. It involves pressing, rubbing, or holding the chin against objects, surfaces, or even hands to gain sensory input or comfort.
Floortime does not work on speech, motor or cognitive skills in isolation. It addresses these areas through its focus on emotional development. Overall, this method encourages children with autism to push themselves to their full potential. It develops “who they are,” rather than “what their diagnosis says.”