Could My Child Be Autistic? A Parent’s Guide
Could My Child Be Autistic?
A Parent’s Guide to Understanding, Support, and Next Steps
What is Autism?
You’ve probably heard the term Autism Spectrum Disorder, or ASD. It’s used to describe the way some people experience the world differently, especially when it comes to communication, social interaction, and behavior (Joon et al., 2021). Autism is called a “spectrum” because it looks different in everyone. Some kids might talk a lot, while others may speak very little. Some love routines or repeat certain movements, like flapping hands or spinning objects. Others may be very sensitive to sounds, lights, or textures (Joon et al., 2021). These are all just different ways of experiencing the world. ASD usually starts to show up in early childhood, and it isn’t something that a child will “grow out of.” It’s not a disease or something that needs to be fixed, it’s simply a different way of developing. The most important thing to know is that every autistic person is unique. With understanding and support, they can thrive.
Early indicators of Autism
While many children with autism show signs within their first year, some appear to develop typically and then experience a noticeable loss of skills, usually between 13 and 18 months (Barbaro & Dissanayake, 2009). This is called developmental regression and can involve losing words or social behaviors like eye contact or responding to their name. Some of the earliest signs of autism include limited eye contact, little interest in social interaction, delayed or absent speech, not pointing or showing objects, and a lack of pretend play (Barbaro & Dissanayake, 2009). Parents might notice that their child isn’t responding when called, doesn’t use gestures like waving or pointing, or doesn’t share smiles or expressions during play. These signs can be subtle, and some children may continue to meet early milestones before showing differences (Barbaro & Dissanayake, 2009). That’s why it’s so important to trust your instincts, bring up concerns early, and seek support if you notice anything unusual in your child’s communication or social development. Early detection leads to early support, which can make a big difference.
The Next steps
If you’re considering a formal assessment, start by talking to your family doctor or pediatrician. They can refer you to a developmental specialist or psychologist who can conduct a diagnostic evaluation. Early assessment doesn’t mean labeling, it means understanding. Understanding autism can open the door to supports that help your child thrive. You can also reach out directly to a child psychology clinic in your area, many clinics accept self-referrals and allow parents to book assessments without needing a doctor’s note.
Navigating your emotions
Many parents feel a mix of emotions, including worry, guilt, grief, and relief when autism first enters the conversation. All of that is normal. There’s no shame in feeling overwhelmed. Just remember: learning that your child may be autistic isn’t a tragedy. It’s an invitation to get to know them more deeply, on their terms. You’re not alone in this. There are communities of parents, therapists, autistic adults, and educators who can walk with you on the journey.
Busting the stigma
Autism still carries stigma in many places, but that’s changing, thanks in large part to autistic people themselves speaking out about their experiences. Understanding autism doesn’t mean lowering expectations; it means shifting them to fit your child’s unique strengths and needs. Your child doesn’t need to become more “normal”; they need to be understood and supported for who they are.
References:
Barbaro, J., & Dissanayake, C. (2009). [Rev. of Autism Spectrum Disorders in Infancy and Toddlerhood: A Review of the Evidence on Early Signs, Early Identification Tools, and Early Diagnosis]. Journal of Developmental and Behavioral Pediatrics, 30(5), 447–459. https://doi.org/10.1097/DBP.0b013e3181ba0f9f
Priya Joon, Anil Kumar, & Milind Parle. (2021). What is autism? Pharmacological Reports, 73, 1255–1264. https://doi.org/10.1007/s43440-021-00244-0
