Following is not a complete list, although it contains many of the characteristics commonly seen in individuals with Autism Spectrum Disorders (ASD). Not every child will exhibit every trait on this list, and each trait is likely to be affected in some way by the child’s age, sex, and personality. (Please note that the child may be male or female, and of any cultural or socio-economic background.) This list is intended to provide information that may indicate a need to have a child evaluated for ASD. I use the term “unusual” to indicate that a particular behavior may or may not be a problem, although it is likely to be different from that of the majority of the child’s peers. Often, a child with ASD shows "typical" (age-appropriate) behaviors that are expressed in an extreme manner (more frequently or with more intensity) than his or her peers. It is important also to remember that ASD is a "spectrum disorder," encompassing a variety of expressions from low-functioning, to very high-functioning (individuals at the high-functioning end of the spectrum are often diagnosed with Asperger's Syndrome, or PDD-Pervasive Developmental Disorder.) I recommend that you also read The Discovery of Aspie, by Dr. Tony Attwood and Carol Gray, to discover the positive aspects of Asperger's Syndrome. That article is located on our web site. Most importantly, always keep in mind that a person with ASD is still a unique individual, with feelings, unique thoughts, and numerous abilities.

The US National Institute of Health estimates that one American child in 250 is affected with an autism spectrum disorder, compared with one in 10,000 a decade ago. A recent survey by the National Autistic Society in England suggested that the rate may be even higher; that one in 86 primary school pupils may have the condition.

• Unusual Interests: The child is likely to be interested in something other than the interests of peers, including (but not limited to) electronics, transportation, outer space, maps, a particular academic area (science, geography, math), toilets, doors, or some other particular object or topic. The area of interest may change over time, but is likely to be intense, to the exclusion of other objects or topics. Parts of objects may interest the child more than the whole (wheels or doors on a toy car as opposed to the whole car), and the child may develop unique ways of playing with toys (lining them up in a particular order, etc.). *The child may also be interested in some of the same things as his or her peers, but to such a degree that they exclude all other things.

• Unusual social interactions: The child may be interested in having friends and being social, although he or she will likely seem to be lacking in the understanding of how to go about that. The child may seem to know all the right words for interacting, but lack the ability to be effective in initiating and maintaining conversations and friendships. (Conversations are likely to be quite “one-sided,” frequently focusing on the child’s area of special interest.) The child may seem to prefer to be alone, and may find it particularly difficult to join his or her peers in imaginative play. There will likely be a lack of (or difference in) eye contact. There is a possibility that the child may be either the target of bullying, or in some cases, may be one who bullies (either with or without intent). The child may not understand other people’s interests, actions, intent, or emotions. The child may also be unable to identify or regulate his or her own emotions.

• Unusual physical movements: The child may display self-stimulating behaviors, including (but not limited to) rocking, flapping a hand, banging his or her head, and flicking fingers in front of the eyes. There may be some physical awkwardness or seeming lack of coordination, such as difficulty alternating feet while walking down stairs, unsteady balance, walking into objects, and difficulty coordinating the use of both sides of the body (jumping jacks, riding a bike, swinging the arms while running, etc.).

• Unusual reactions to objects, people, and situations: You may be surprised by the child’s sudden violent reaction to touch, sounds, people, suggestions, or events. The child may also show little or no response to things (sounds, pain, etc.) when you would expect some type of response. Transitions, disappointments, or changes in routine may be particularly upsetting. The child may exhibit an unusually high level of anxiety, possibly engaging in ritualistic and/or compulsive behaviors or rituals when worried or upset. The child may allow some things (touch, criticism, information) from a select number of people, but not from anyone else. A child with sensory processing difficulties may either avoid certain stimuli (including sounds, sights, touch, smells, flavors/textures, movement, etc.), or seek them out excessively.

• Unusual speech and language: Sometimes the child has an advanced vocabulary, with very “correct” speech (pronunciation, grammar, usage)— sounding like a “little professor.” (This is particularly common in those with Asperger's Syndrome). There may be an unusual prosody (rhythm, pitch, or stress), perhaps sounding somewhat “foreign.” Words, phrases, or sentences may seem out of context, perhaps being recited from memory (echolalia). Children with ASD may be able to read and/or talk well (some may have precocious reading ability, and many of those are particularly interested in non-fiction), but have difficulty answering questions or comprehending what they hear and read. The child may tend to interpret language literally, experiencing difficulty understanding humor, sarcasm, or figures of speech. Social use of language (pragmatics) may be different or even impaired. Other children with ASD may be non-verbal, or severely delayed in speech and language abilities.

• Unusual abilities: The child may have an incredibly accurate memory of seemingly obscure details (facts, quotes, locations, dates, phone numbers, etc.). This ability to memorize may or may not consistently extend to “common sense” details such remembering homework assignments or where the individual put his or her shoes. Although some children with ASD have a low IQ, others may excel at one or more academic areas, having an average to high intellectual ability.