Many researchers believe that the primary cause of autism are probably genetic disorders. However, it is not possible to find common ground among autistic children living with different genetic diseases. In fact, many known genetic syndromes can have a profound impact on a child’s development and also cause autism similar symptoms, but most children with autism do not have these main genetic disorders.

Here’s a brief explanation of the genetic/neurological conditions that are so far known to result in symptoms of autism:

This is the most commonly known genetic cause of developmental delay. It has an extremely rare occurrence. The symptoms of Fragile X are quite indistinguishable from autism, although children with Fragile X are more likely to be hyperactive and anxious. Unfortunately, Fragile X usually causes mental impairment, so these children will have to face more challenges in the coming years (most autistic children have a normal mental functions). Fortunately, the vast majority of children with autism have normal X chromosomes.

Fragile X is transmitted by the mother, so the presence of autism, or mental impairment on the mother’s side, would make this diagnosis more likely.              

The defect in the X chromosome is responsible for this genetic disorder. However, this affects only girls, because boy fetuses with this defect, as a rule, do not survive. Girls with Rett usually look completely normal, develop normally for several months or even years, and then regress. Characteristic hand-squeezing movements appear, as well as other “neuromuscular problems, such as unsteady walking, tremors, and muscle spasms.

This disease is due to a defect in the UBE3A gene. It leads to severe mental retardation, seizures, and spasmodic muscles. Its symptoms are a happy facial expression, unusual laughter and symptoms characteristic of autism

These genetic-based disorders cause the growth of benign tumors in the brain and skin.  The two most common are: neurofibromatosis (NF) and tuberous sclerosis (TS). The development of the baby with these disorders usually begins normally.  However, when benign tumors begin to grow in the brain, they cause intellectual developmental delays, the child shows psychiatric symptoms, symptoms of autism and may also have seizures. Multiple cream-colored flat spots appear on the skin in the case of NF, or leaf-shaped white spots in the case of TS. A genetic examination and a CT or MRI scan of the brain can provide a diagnosis. 

Children with 16p11. 2 deletion syndrome usually have developmental delay and intellectual disability. Characteristics of deletion syndrome include delayed development; intellectual disability; and autism spectrum disorder, which affects communication and social interaction, impaired communication and socialization skills, as well as delayed development of speech and language. This mutation has been found in some children with autism.                  

This extreme disease occurs infrequently. It has been found in very few children with autism. It causes a very large head, increased body size, hemangiomas and small cysts form on the skin.     

This disorder develops due to a metabolic defect in cholesterol production. These children usually have a fusion of second and third toes, are characterized by disparate facial features, such as drooping eyelids, small and low-seated ears, or split uvula, small head size and characterized by slow growth.  

This happens when a pregnant woman drinks alcohol as a way of life, which has consequences for the developing nervous system of the fetus. These babies are retarded in development and show different characteristics of autism, especially hyperactivity. They have a characteristic appearance: the groove between the nose and the upper lip, the so-called philtrum, is flat: the upper lip is thin: the eyes are close to each other. The diagnosis is based on known alcohol exposure.

The main feature of this syndrome is the development of seizures from the age of three to seven years, as well as language regression. It differs from autism in that social skills usually remain normal, and the loss of language ability occurs much later than in autism.

Although the last two are not genetic diseases, it is also up to a neurologist to determine their presence, as in the case of the other disorders mentioned above.

What remains a question for researchers is whether there is a single underlying genetic cause of autism. No genetic disease has been identified that is present in all children with autism, and is expected to be less and less likely to do so. In fact, it is important to screen for genetic diseases in order to identify the genetic risk in infants and to start treatment and development as early as possible.

As parents, we are very shocked when it turns out that our child is not developing properly and finally receives the diagnosis. We as a parent would try everything that shows promise, just to help our child. Why we? We are trying to find a possible cause of autism, but this medical problem is very complex and difficult to find the exact cause, but there are a few possibilities to start

AUTISM is a very complicated condition that can have many causes, and precisely because it can cause autistic symptoms, it is terribly difficult to find a solution to it. Because what works for one child is not the cause of their symptoms for another, only the symptoms are similar.

The exact cause of autism is not fully understood, and it is likely that there are multiple factors that contribute to the development of the disorder. Research has shown that both genetic and environmental factors may play a role in the development of autism.

Genetic factors:

Many studies have found that people with autism are more likely to have certain genetic variations or mutations. These genetic changes may be inherited from a person’s parents or may occur spontaneously during fetal development. It is thought that the combination of multiple genetic changes may contribute to the development of autism.

Environmental factors:

Research has also identified a number of environmental factors that may increase the risk of developing autism. These include prenatal exposure to certain medications, infections, and toxins; premature birth; and certain medical conditions that occur during pregnancy or childbirth. However, it is important to note that most people with these risk factors do not develop autism, and that the majority of cases of autism do not have a known cause.

Autism can be an associated medical state of certain genetic diseases which can be a more severe genetic disease or “just” a genetically determined methylation problem.

There are so-called biomedical theories regarding the causes of autism. Examples include:

In our modern society, we are exposed to many hazardous chemicals. Air and water are becoming increasingly polluted, heavy metals can get into our bodies from toys, food and, water, etc., we come into contact with toxic chemicals every day, which are added to household accessories and furniture, but they are also found in pesticides and food.

We know that metals like lead and mercury can damage brain tissue. We know that various body organs can be damaged by chemicals, causing metabolic and hormonal imbalances. In fact, the immune system can also be affected by these heavy metals, leaving the body more open to various degenerative states. It is possible that these exposures add up, and some babies simply cannot handle this load, which begins already in the womb and continues throughout childhood.

In 2004, an Environmental Working Group examined the umbilical cord blood of ten randomly selected mothers and found a staggering amount of chemicals and pollutants. Tests revealed 287 different toxic chemicals, including mercury, pesticides, and other chemicals (Source: https://www.ewg.org/research/body-burden-pollution-newborns)

Most of the chemicals found are known to cause cancer, mutations, and birth defects. The study showed that the question is not whether unborn babies are exposed to toxins but how exposed they are to poisons and how they are affected by such amounts of poison.

The developing nervous system of the infant (which usually happens from conception to the age of three) is particularly susceptible to damage caused by such exposures. When a brain cell is damaged, so are the dozens of nerve pathways that connect the cells. If, for example, the area of the brain that regulates language development is damaged by thousands of nerve cells, then the child’s speech development and comprehension will be delayed, or his speech will simply be incomprehensible. Depending on the rate of injury.

Many environmental toxic substances – including mercury, lead, arsenic, and toluene – cause neurodevelopmental disorders such as autism, cerebral palsy, ADHD, and mental retardation. This may be due to the fact that the developing brain is more sensitive to injuries caused by toxic substances than the adult brain. https://www.psychiatrictimes.com/view/environmental-toxicants-and-autism-spectrum-disorder

Autism is a multifactorial neurodevelopmental disorder caused by genetic and environmental factors.  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5377970/

According to the latest evidence,  up to 40-50% of autism spectrum disorder (ASD) can be determined by environmental factors. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5356236/

Although the role of genetic disorders in autism spectrum disorder (ASD) is accepted as a fact, recent studies point to an equal contribution of environmental factors, especially environmental toxic substances. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3944636/

It is not yet possible to know exactly what environmental toxins contribute to autism. Prevention is of paramount importance since the elimination of toxins is a very difficult task. It is very important to limit the exposure of the expectant mother and baby.

It is worth learning how best to remove those chemicals from the vicinity of our children. Download the most common toxin deposits here

However, the theory of chemical exposure does not answer the question of why autism occurs in some children but not in others. This is just the only element of the puzzle. The answer to this should be sought in the child’s genetics, his methylation state! There we find the answer to the question of why environmental toxins can cause neurological symptoms in one child and not in another. This can help us understand why autism is a spectrum in which children show different symptoms and are affected with varying degrees of severity.

Studies have shown that children with autism have significantly higher heavy metal loads. Likely, detoxification processes and cell regeneration do not work properly in children with autism, and this can be caused by methylation disorder.

You can find articles on methylation here: Methylation and Autism

If you want to read more about the possible causes, just click the name of the causes below:

• Genetic problems

• Differences in brain structure in autism

• Prenatal and birth factors

• Theory based on disorders of mitochondria

• Methylation disorders

Autism, also known as autism spectrum disorder (ASD), is a developmental disorder that affects communication and social interaction. The severity of ASD can vary widely, and different individuals with ASD may experience different symptoms.

1. Difficulties with social interaction: Children with ASD may have difficulty engaging in social interactions, such as making eye contact, initiating or maintaining conversations, or understanding social cues.
2. Repetitive behaviors or interests: Children with ASD may have repetitive behaviors or interests, such as lining up toys or objects, or exhibiting strong interests in a specific topic.
3. Communication challenges: Children with ASD may have difficulty with communication, including delays in language development or difficulty using language to communicate their needs or desires.
4. Sensory processing issues: Children with ASD may have sensory processing issues, such as oversensitivity to certain sounds or textures, or under-sensitivity to pain or temperature.
5. Unusual responses to sensory stimuli: Children with ASD may have unusual responses to sensory stimuli, such as a fascination with lights or a strong aversion to certain sounds or textures.

The symptoms of autism in older children are generally similar to those seen in younger children, although the specific symptoms and their severity can vary widely from one individual to another. Some common symptoms of autism in older children may include:

1. Difficulty with social interactions: Older children with autism may have difficulty engaging in social interactions, such as making eye contact, initiating or maintaining conversations, or understanding social cues.
2. Repetitive behaviors or interests: Older children with autism may engage in repetitive behaviors or have strong, narrow interests.
3. Communication challenges: Older children with autism may have difficulty with communication, including delays in language development or difficulty using language to express their needs or desires.
4. Sensory processing issues: Older children with autism may have sensory processing issues, such as oversensitivity to certain sounds or textures, or under-sensitivity to pain or temperature.
5. Unusual responses to sensory stimuli: Older children with autism may have unusual responses to sensory stimuli, such as a fascination with lights or a strong aversion to certain sounds or textures.

1. Lack of eye contact: Children with autism may avoid making eye contact or may not respond when someone else is looking at them.
2. Delays in language development: Children with autism may have delays in language development or may have difficulty using language to communicate their needs and desires.
3. Difficulty engaging in social interactions: Children with autism may have difficulty initiating or maintaining social interactions, such as playing with other children or engaging in back-and-forth conversations.
4. Repetitive behaviors: Children with autism may engage in repetitive behaviors, such as hand-flapping or repeating words or phrases.
5. Unusual responses to sensory stimuli: Children with autism may have unusual responses to sensory stimuli, such as a fascination with lights or a strong aversion to certain sounds or textures

Modified Early Childhood Autism Questionnaire

Please answer the following questions based on your toddler’s usual behavior. Try to answer  all your questions. If the activity or behavior in the question is rare (you have only experienced it once or twice  in the child  so far), then the question should  notbe answered with a mel.

 Child’s name:                                                             Date of birth:                  Today’s date:

The Modified Early Childhood Autism Questionnaire (M-CHAT; Robins, Fein, & Barton, 1999) and its supplementary materials are freely available for download from official resources for clinical, research, and educational purposes.   There are two official sources, the www.firstsigns.org site and dr.  Robins’ website,  http://www.mchatscreen.com.

The M-CHAT questionnaire is still the subject of research, so it may be modified even further in the future. All newer versions will also be available on the above two websites.

The M-CHAT questionnaire is protected by copyright.  Each user is obliged to  adhere to the following rules:

1. At the bottom of each copy or printout of the M-CHAT questionnaire,  a copyright indication of the ownership of the authors must be indicated ( © 1999 Robins,    Fein, & Barton). Questions, the order of questions, or instructions for users cannot be modified without the permission of the authors.
2. The M-CHAT questionnaire should be used in its entirety. Based on any part of the questionnaire,  we cannot obtain demonstrably credible information.
3. The permission of the authors must be requested for the printed publication of the M-CHAT questionnaire (in books, journal articles, etc.) or for its electronic use (for anamnesis  and other similar software uses that  can be stored on a computer  ). Diana Robins  can be contacted  at  mchatscreen2009@gmail.com email address.
4. Users working in medical practices are free to use the M-CHAT questionnaire in their own practice (e.g. electronic anamnesis), but if they would like to publish or distribute the document outside their practice,  please contact Diana Robins at the  email address above  and ask her for permission.

M-CHAT is a certified questionnaire that can help screen young children aged 16-30 months for autism spectrum disorder (ASD). The questionnaire can also  be completed and  evaluated as part of a routine medical review  (status test), but it can also be used by   specialists  and other specialists in autism spectrum disorder screening.

The essence of the M-CHAT questionnaire is to be as sensitive a screening material as possible,  that is, with its help we can treat as many autism spectrum disorders as possible. Consequently, the questionnaire often gives a false positive result. This means that not all children who receive high scores on this questionnaire will end up being diagnosed with autism spectrum disorder.  To refine the  false positive results, the authors developed a guided follow-up interview, which should be used in accordance with the M-CHAT questionnaire and can also be freely downloaded from the two websites mentioned above.  Users of the  questionnaire should be aware that even after the follow-upinterview has been conducted and evaluated, a significant number of  children remain who are screened by the M-CHAT survey, but are not later found to be people with autism spectrum disorder. At the same time, these children are at risk of having some other developmental disabilities or lagging behind. Based on this, the authors recommend that all children who receive a high autism spectrum disorder score on the M-CHAT survey should proceed to the appropriate screening tests.

The M-CHAT questionnaire can be evaluated in less than two minutes, the    author’s instructions can be downloaded from the www.firstsigns.org or  http://www2.gsu.edu/~wwwpsy/faculty/robins.htm pages.

Children who do not show the normal result or developmental stage for 3 or more questions or 2 or more critical questions (especially if a follow-up  interview related to the M-CHAT questionnaire also shows the discrepancy at the same points)   should continue to for review by a  specialist specializing in screening for autism spectrum disorders in early childhood.  In addition, since no screening device can be 100% sensitive, the authors also recommend reviewing all young children whose parents, doctors, or other professionals are suspected of autism spectrum disorders.

The M-CHAT questionnaire should preferably not be evaluated by the person who picked it up.  During the verification of  M-CHAT,  for example, it was the authors themselves who evaluated all the questionnaires, not their colleagues. Furthermore, the M-CHAT questionnaire is not there for parents to filter their own children with its help. The authors strongly warn that if a parent begins to worry about the development or health of their child, they should first visit a pediatrician.

The first version of the M-CHAT questionnaire was compiled in the UK, called CHAT. The first version was further developed by American researchers, creating the current M-CHAT questionnaire. The questionnaire consists of 23 questions to be decided.

According to the questionnaire, a small child is at increased risk of having an autism spectrum disorder if 2 critical questions or any 3 questions are not answered correctly. Yes/no answers to the questions  to be decided fall  into the ‘appropriate’ or ‘inappropriate’ categories at the time of the assessment, as  shown in the table below  :

The table shows the answers specific to the risk group for inadequate autism spectrum disorders, with thickened highlights indicating critical issues. When the questionnaire response matches the answer in the table, it represents one point.

Not all young children who are in the high-risk group based on the M-CHAT questionnaire will actually  diagnosed with  some form of autism spectrum disorder. The compilers of the questionnaire recommend that all such young children be thoroughly examined by a competent specialist.

Young people with autism learn from childhood how to understand the world around them and behave in the way expected by the environment. They don’t lack emotions; they just don’t know how to express them in a way others can understand. During years of work, they develop their ability to express and cooperate. The earlier they start dealing with an autistic child in this way, the greater the chance that he will be successful in social relations later on.
It is important that when we communicate with an autistic individual, we understand the limitations he lives with and recognizes the efforts he makes. Let’s show him patience and acceptance.

Attention deficit hyperactivity disorder, abbreviated to ADHD, encompasses three main groups of symptoms: attention deficit, hyperactivity, and impulsivity. Ignoring details, difficulty maintaining attention, problems with organizing and completing tasks, avoiding tasks that require sustained attention, forgetfulness, losing various objects are all among the symptoms.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects a person’s ability to pay attention, control impulsive behaviors, and regulate activity levels. It is usually diagnosed in childhood, although it can continue into adulthood.

Symptoms of ADHD may include difficulty paying attention or following instructions, impulsivity, and hyperactivity. People with ADHD may have difficulty completing tasks, following rules, or controlling their behavior in social situations.

The exact cause of ADHD is not fully understood, but it is thought to be related to abnormalities in brain development and function.

It seems more and more likely that ADHD is a nutritional problem Check the article about this topic HERE

Nevertheless, some signs can help you recognize this disorder, so if you come face to face with it, you will understand better why an autistic young person does what they do. You will also be able to behave appropriately in the situation.
First, most autistic children avoid the company of others, preferring to be alone because they usually have difficulty communicating with others because they find it difficult to understand the hints and metaphors that other people use daily. Facial expressions do not necessarily mean the same to them as they do to others. To adapt, they need to learn these key cues.
The other big difference lies in the perception of autistic people: many of them report contains much information from their senses, often overwhelmed and confused. In fact, we are also exposed to the same number of stimuli, but our brain classifies and filters them according to their importance. That’s why we don’t become aware of every stimulus – only as much as our brain can still process.

1. Difficulty paying attention: Individuals with ADHD may have difficulty paying attention to tasks or activities, especially those that are not interesting or stimulating.
2. Difficulty controlling impulsive behaviors: Individuals with ADHD may have difficulty controlling their impulsive behaviors, such as interrupting others or acting without thinking.
3. Excessive levels of activity or restlessness: Individuals with ADHD may be excessively active or restless, and may have difficulty sitting still or engaging in quiet activities. 
4. Difficulty maintaining attention during tasks or games
5. His mind seems to be elsewhere, even when there are no distractions
6. Avoids, dislikes, or is reluctant to participate in tasks that require sustained mental effort
7. He is often forgetful in his daily activities
8. He overlooks or does not notice details, inaccuracy during work
9. It is often difficult for him to organize tasks and activities
10. He starts tasks, but quickly declines and is easily distracted
11. Often loses things needed for tasks or activities

1. Too much talk
2. Interrupts others or behaves intrusively
3. Often runs or climbs on things in situations where it is inappropriate
4. Walks up and down or taps his hands/drums his feet or nestles in place
5. He often leaves his seat in situations where he should be sitting still
6. It’s hard to wait
7. Often unable to play quietly or be still during leisure activities
8. He often has “could go” or “like he was pulled over”.
9. Says the answer before the question is finished

1. Behavior therapy: Behavior therapy can help individuals with ADHD develop strategies for managing their symptoms and improving their behavior.
2. Family therapy: Family therapy can involve involving family members in treatment to help support the individual with ADHD and improve communication and relationships within the family.
3. Group therapy: Group therapy can provide a supportive environment for individuals with ADHD to share their experiences and learn from others.
4. Physical exercise: Regular physical exercise has been shown to improve symptoms of ADHD. Activities such as running, jumping, or playing sports can help to burn off extra energy and improve focus.
5. Yoga and mindfulness: Yoga and mindfulness practices can help children with ADHD to focus on the present moment and regulate their breathing, which can be beneficial for managing symptoms such as impulsivity and hyperactivity.
6. Brain breaks: Short, structured activities that allow children to take a break and shift their focus can be helpful for managing symptoms of ADHD. This could include taking a quick walk, doing a simple puzzle, or playing a quick game on a tablet.
7. Social skills training: Children with ADHD may struggle with social interactions and may benefit from learning social skills such as making friends, participating in group activities, and learning how to communicate effectively with others.

If your child shows the symptoms of ADHD check his nutritional deficiency. Read this article to know where to start:Nutritional deficiencies in ADHD

» Autism in general

» Why is early detection important

» Early signs of autism

» Recognition algorithm

» M-Chat screening test

Autism spectrum disorder is one of the most common complex developmental disorders. According to the latest epidemiological surveys, it affects approximately 1% of children, but this number is increasing. More and more children are diagnosed with autism every day. This article will discuss the early signs of autism. Parents should pay attention to these early signs.

Autism fundamentally affects a child’s ability to create social relationships, communication, play, imagination, thinking, and behavior. A comprehensive disorder covering a broad spectrum in which the symptoms’ nature, severity, and intensity can be significantly different. In the last decade, the name autism spectrum disorder was introduced to describe the condition, indicating that the symptoms range from very severe to mild. In classic childhood autism disorder, children’s communication skills are visibly impaired; they are only minimally able to communicate with those around them, their behavior is severely repetitive, and changes are extreme and difficult to tolerate. At the other end of the spectrum, there are well-functioning autistics who, albeit unusually, create relationships with others, their use of language is specific, and their interests are different from their typically developing peers, sometimes excessively intense. The clinical picture is extremely diverse, depending on the degree of autism, other associated disorders, and the child’s mental state and personality. There is no single behavior, no single symptom that is always present, and no one that excludes the diagnosis of autism. [2] depending on the associated other disorders, the child’s mental state and personality are extremely diverse. There is no single behavior, no single symptom that is always present, and no one that excludes the diagnosis of autism. [2]

Although the symptoms develop before age 3, the diagnosis is usually only made years after the first parental signs. According to prospective research, there are no behavioral signs specific to autism during the first year of life. Still, characteristic qualitative differences already appear during the second year, so professionals experienced in autism can already establish the diagnosis around the age of 2 years. The pediatrician needs to recognize the symptoms of autism as soon as possible because this allows the child to receive care in time. It has been clearly proven that early evidence-based autism-specific interventions significantly improve the prognosis. [3] Early recognition of the condition is also very important for parents because, in connection with serious behavioral problems, they often try to help with inefficient educational methods and experience parental “incompetence.” The diagnosis enables parents to understand their child’s blockages and learn to help them with autism-specific strategies. In this way, they can significantly contribute to meeting their children’s special needs. The family needs to receive correct genetic counseling.

Reciprocity is fundamentally important in social interaction: back-and-forth interaction, cooperation, and partnership. In autism, this reciprocity is fundamentally impaired.

In severe cases, a child with autism is more interested in objects than in people. The child seems aloof, withdrawn, and indifferent. One of the most striking early symptoms is the lack of joint attention and sharing of interests. For example, if the parent tries to draw the child’s attention to something by pointing, the child does not follow the direction of the pointing; the child does not spontaneously show his parents what he likes. Your child does not take part in social games with pleasure (e.g., peek-a-boo games, cookies-cookies), and does not imitate everyday actions. Later, it is difficult to involve him in joint activities and games; he prefers solitary pursuits. He expresses his emotions little and sometimes in an unusual way; he also reacts less to the emotions of others (e.g., he does not share his joy, he flies his hands in joy; he does not notice when the other person is in trouble, does not ask for help in trouble). For the most part, they cannot use eye contact properly to regulate social interactions.

Communication differences can be very broad: from a child who does not speak at all to a child who speaks fluently with a vocabulary that exceeds his age but is difficult to engage in conversation. Most children’s speech development is delayed (except for Asperger’s syndrome), which is most often the symptom that causes parents to seek help. It happens that the child says a few words around the age of one, then abandons them, and the vocabulary grows very slowly. A child with autism does not try to make up for the lack of speech with non-verbal means; he cannot properly express his intentions (e.g., he does not use easily understandable gestures, he cannot point to the desired object, but pulls the parent’s hand when he wants to achieve something; he does not use his head indicate protest or approval) and do not even understand similar signals from their environment. He often repeats the speech he hears (echoalates), uses borrowed panels in his speech, and swaps personal pronouns. Many times his speech is not directed at a person. Rather he monologues or comments on his actions. He usually uses unusual intonation and speaks in a flat, monotone voice. In a severe condition, he does not understand speech; it seems as if he does not hear, and he does not even pay attention to your name.

Repetitive behavior and narrowed interests are common among children with autism. Narrowed interests can also prevent the child from normal activities and social interaction. Instead of the functional use of objects, he is bound by the details of objects, for example, strings, turning a car wheel, opening a door, etc. Instead of the “pretend” or “role” games expected at his age, he arranges the objects in a row, sorts them according to his own logic, and arranges them again and again. High-ability children with Asperger’s syndrome often delve into one topic for a long time. They often adhere to the usual things to the extreme to establish non-functional routines. If something changes, they react with hysterics (e.g., a change in their regular route). Repetitive movements of the hands and body are also common (e.g. , flapping, flitting hand movements in an excited state, rocking back and forth, unusual posture)

Early signs of autism in babies (6 months to one year) may include:

• Smiling rarely in social situations
• Unexpected reactions to new faces
• Little or no eye contact
• Doesn’t respond to their name
• Doesn’t turn their head to locate sound or react to loud sounds
• Overreacts to sounds
• Displays a lack of social ‘anticipation’. For example, baby doesn’t reach out their arms to be picked up, or doesn’t seem to understand the game of ‘Peek-a-Boo’.
• Doesn’t use ‘chatter’ or ‘babble’
• Doesn’t use gestures such as pointing or waving in context.
• Dislikes being cuddled or touched
• Displays repetitive and unusual body movements.

Early signs of autism in toddlers up to 24 months may include:

• Does not speak
• Only walks on their toes
• Unable to follow simple verbal instructions
• Doesn’t imitate actions
• Has an intense interest in certain object and gets ‘stuck’ on them, such as constantly flicking a light switch.
• May be very interested in ‘unusual’ objects, such as metal objects.
• Engages in repetitive activities, such as lining up objects.

Early signs of autism in young children up to 36 months may include:

• Has limited speech
• Has difficulty understanding simple verbal instructions
• Has little interest in ‘pretend’ or ‘imaginative’ play
• Shows little interest in other children
• Likes to follow routine and gets easily upset by change.
• Is extremely sensitive to sensory experiences, such as sight, sound, smell and taste.
• Is under-sensitive to sensory experiences such as hot and cold, touch and pain.

Regular follow-up of development based on screening examinations
Targeted observation of the child as follows [4]:

• use of gaze;
• warm, joyful facial expressions accompanied by eye contact;
•  sharing interest or pleasure;
• response to name;
• coordination of eye contact, facial expression, gestures, and tone of voice;
• showing;
• prosody;
• repetitive movements or postures of the body, arms, hands, or fingers;
• repetitive movements with objects.

If we see a discrepancy:
• targeted hearing test;
• access to early development services;
• targeted autism screening using CHAT.

The CHAT screening test [5] is recommended to be performed between 18 and 24 months of age. Its evaluation is simple; it has five key elements: A5 (symbolic play), A7 (pointing to attract attention), Bii (joint attention), Biii (like a game), and Biv (pointing to an object). If the child underperforms in all five elements, it indicates a high risk of autism. Those who perform below only in the A7 and Biv elements show a medium risk. A further autism-specific diagnostic test is required if the child does not perform well in the control test after one month. The screening test is particular for autism but cannot screen out mild cases. Find below the M-Chat Screening test.
If autism is suspected based on the above:
• a complex child psychiatric, psychological and special education examination is recommended.

Children with more severe symptoms than those with a pervasive developmental disorder may have an autistic disorder. Autism is characterized by more severe disabilities in social and linguistic functioning and repetitive behavior. Often the patient has to face mental retardation and seizures. Check out M-Chat screening test in the related articles.

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M-Chat screening test