Autism, also known as Autism Spectrum Disorder (ASD), is a developmental disorder that affects a person’s social communication, behavior, and cognitive functioning.

It is considered a neurodevelopmental disorder because the symptoms become visible in early childhood, usually before the age of three. The prevalence of autism has been increasing rapidly in the past few decades and according to the Centers for Disease Control and Prevention (CDC), about 1 in 54 children has been diagnosed with autism in the US.

Identifying the early signs of autism is crucial for early intervention and management of the disorder. Here are three indicators of autism in school-age children:.

One of the earliest indications of autism is difficulty in social interaction. Children with autism may find it challenging to establish and maintain eye contact, respond appropriately to social cues, and engage in reciprocal play and conversation.

They may prefer to be alone or engage in repetitive behaviors, such as spinning objects or flapping their hands. They may also be oblivious to other people’s emotions and feelings and fail to understand social norms and nonverbal communication. In school, children with autism may find it difficult to make friends and participate in group activities.

They may also have difficulty following directions and adapting to new situations or changes in routine.

2. Communication Problems

Children with autism may also have communication problems. They may have delayed speech and language development or struggle with language comprehension and expression.

They may speak in a monotonous or robotic tone and repeat phrases or words they have heard (echolalia). Some children with autism may also be nonverbal, meaning they do not speak at all, or use alternative forms of communication, such as sign language or picture cards.

In school, children with autism may struggle with reading and writing, and may require special accommodations to understand and express themselves.

3. Restricted and Repetitive Behaviors

Another indicator of autism in school-age children is restricted and repetitive behaviors.

Children with autism may have a narrow range of interests and activities and may engage in repetitive behaviors, such as lining up toys, counting objects, or repeating rituals. They may also have sensory sensitivities, such as being hypersensitive to loud noises or bright lights, or seeking out sensory input, such as spinning or rocking.

In school, children with autism may struggle with transitions between activities, may need a predictable routine, and may benefit from specialized accommodations to manage their sensory needs.

Conclusion

Autism is a complex disorder that presents differently in every child.

However, by identifying early indicators, such as difficulty in social interaction, communication problems, and restricted and repetitive behaviors, parents, teachers, and healthcare professionals can work together to provide early intervention and support to children with autism. Early intervention is crucial as it can lead to improved outcomes and quality of life for children with autism.