Many children with autism spectrum disorder (ASD) exhibit developmental difficulties as infants, particularly in their social and language skills. Less visible disparities in the development of body movements, pretend play, and social language sometimes go unrecognized because they normally sit, crawl, and walk on time. Families may notice disparities in their child’s interactions with peers and others, in addition to speech/language delays and behavioral issues. Parents, don’t doubt your intuition. Consult your pediatrician if you are concerned about how your kid plays, learns, speaks, acts, or moves. Remember, you are the expert on your child, and your concerns are valid. You and your pediatrician will work together to choose the best method to help your child.
Seek a second opinion if you are unsure about the doctor’s suggestion. Here are some examples of autism-related social, communicative, and behavioral differences in children with autism.
1. Not responding to their name
Early intervention speech-language pathologists frequently examine a young child’s lack of response to their name as a possible symptom of autism spectrum disorder (ASD). It can also indicate problems with receptive language skills. Sometimes a parent says that their child responds to their name, but you notice the opposite. So we need to go beyond simply asking the parent if their child reacts to their name. When a youngster does not respond to their name (or other noises), the first step is to refer them to audiology. The first step in the evaluation process is to rule out hearing loss. The trouble is, kids may respond at times but not at others. Generalization of skills is one of the difficulties that young children, particularly those with ASD, face. Performing a skill, such as replying to their name, in a session differs from performing the same in multiple locations and with different people. The trouble is, kids may respond at times but not at others. Generalization of skills is one of the difficulties that young children, particularly those with ASD, face. Performing a skill, such as replying to their name, in a session differs from performing the same in multiple locations and with different people. Even during sessions, a child may become so engrossed in a particular activity or favorite object that they tune out their name. A youngster who enjoys sorting, stacking, or lining up objects, for example, may not reply to their name while doing so. During vigorous play, a kid may disregard their name or their parent’s verbal messages. Some children may not respond to their names when moving. When a child is climbing, running, or leaping, they are so concentrated on action that they ignore an adult calling their name. Defining the talent for parents also helps us explain why it is such a crucial fundamental skill and how it comes under the category of receptive language skills. If you find that the kid is not consistently performing the skill, you can target it in treatment to ensure that the child can perform it in all circumstances before moving on to more challenging receptive language skills. Also, because a kid who does not consistently react to their name is a red indicator for ASD, we must keep a careful eye on the skill when working or living with small children.
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