Late Talking, Not Talking or Repeating Words/Phrases

Children with autism may not learn to talk at the same rate as peers. Some children may learn, but later lose language skills. Others may not use spoken language at all. Some autistic children repeat words or phrases (echolalia).

Children with dyslexia may also develop spoken language later than peers.

Understanding Verbal & Nonverbal Communication

Some children with autism have trouble understanding simple questions or directions. Children may also struggle to notice or understand nonverbal cues, like shrugging or moving away.

Some children may have trouble understanding communication because of dyslexia or attention issues/ADHD. Children with executive function (EF) challenges may struggle with communication due to slow processing speed.

Emotions and Expressions

Children with autism may have difficulty sharing and understanding emotions. Children may also have a limited range of facial expressions or expressions that don’t match what they are feeling.

Children with anxiety, attention issues, EF challenges or other mental health concerns may also struggle to share and understand emotions. Anxious children, in particular, may have expressions that don’t match feelings.

Eye Contact

Some autistic children may avoid or limit eye contact.

Anxious children may also limit eye contact to avoid being noticed. Children with attention issues or ADHD may struggle to maintain focused eye contact.

Differences with Sharing Interests

Autistic children may not point to or bring items to show a caregiver. It may also be difficult for autistic children to respond to things that others point out.

Children with attention issues or ADHD may also find it difficult to pay attention to others. Children with anxiety may avoid sharing with others.

Playing Alone or Parallel Play

Autistic children may prefer to play alone or parallel (next to peers). Many autistic children are interested in peers but can struggle to engage others.

Anxious children may also play alone or avoid peers.

Different Ways of Playing

Children with autism may play differently than peers. Some children may not use pretend play (for example, feeding a doll, playing dress-up). Others may use toys differently (lining up, spinning wheels, creating categories etc.).

Social Differences

Autistic children may struggle with social rules, such as taking turns, interrupting, or monopolizing a conversation.

Children with attention issues or ADHD can also struggle with social rules.

Difficulties with Transitions

Autistic children may find it difficult to transition between different activities. Without support, some children may struggle with common transitions, like starting a bedtime routine or washing up for dinner.

Children with anxiety may have difficulty transitioning to activities – especially when they are worried about an activity. Children with EF challenges can also struggle with transitions due to problems with cognitive flexibility.

Difficulty with Changes to Routines

Children with autism may develop specific routines and become extremely upset when those routines are disrupted.

Anxious children (particularly children with Obsessive-Compulsive Disorder) can also become very upset when routines are disrupted. Children with EF challenges can also struggle when routines are disrupted due to problems with working memory and cognitive flexibility.

Sensitivity to Details

Children with autism can become more involved in details of certain interests than peers. Examples may include a child who knows every fact about horses or trains. Fascination with details can also include playing with specific parts of a toy (ex: spinning wheels on a car) without using the toy as a whole.

Gifted kids and children with attention issues or ADHD can also become hyper-focused. When this happens, the child may forget about other things, like eating or sleeping.