Could It Be More Than a Phase? A School Psychologist’s Perspective on the Early Signs of Autism

One of the most common questions I hear from parents is whether they should be concerned about their child’s development or simply give it more time. It is an understandable question because childhood is filled with variability. Some children begin talking earlier than others. Some are naturally outgoing, while others are content to observe before joining in. Some develop interests that seem all-consuming for a period of time before moving on to something new. Individual differences are not only expected, they are part of healthy development.

As a licensed school psychologist, one of the most important things I have learned is that evaluating a child is rarely about identifying one behavior or checking off a list of symptoms. Development is far more complex than that. Instead, I look for patterns. How does a child communicate? How do they interact with other people? How do they play? How do they respond to changes in routine? How do they learn from and engage with the world around them? It is the combination of these observations, rather than any one characteristic, that helps determine whether additional evaluation may be appropriate.

One of the first areas I pay close attention to is social communication. Long before children develop sophisticated language, they naturally begin sharing experiences with the adults around them. They point to airplanes flying overhead, look back at a parent after discovering something exciting, smile to share enjoyment, and seek out interactions simply because connecting with another person is rewarding. These moments, known as joint attention, are among the building blocks of social development. When I observe a young child who consistently shows little interest in sharing experiences with others, responds inconsistently to their name, or appears more interested in objects than people, it tells me we should take a closer look at the broader developmental picture.

Language is another important area, but perhaps not in the way many people expect. Parents often focus on the number of words their child is using, and vocabulary certainly matters. However, I am equally interested in how language is being used. Is the child using words to ask for things, or are they also using language to share interests, ask questions, engage in back-and-forth conversations, and connect socially? Some children develop large vocabularies while still finding reciprocal communication difficult. Others may experience delays in expressive language or lose skills they had previously developed. Looking at communication through both a developmental and social lens provides a much clearer understanding than simply counting words.

Play often reveals developmental differences that families may not initially recognize. Most young children naturally begin pretending as they play. They feed dolls, cook imaginary meals, turn cardboard boxes into spaceships, and invent stories that become increasingly creative as they grow. Pretend play reflects important social, language, and cognitive skills. Some children with autism, however, may show less interest in imaginative play and instead prefer repetitive activities, lining up objects, focusing on parts of toys, or engaging with materials in highly predictable ways. These preferences do not automatically indicate Autism Spectrum Disorder, but when they occur alongside other developmental differences, they become meaningful pieces of the overall picture.

Another pattern I pay attention to is flexibility. Most children appreciate routines because they provide predictability and security. The question is not whether a child likes routines, but how they respond when those routines inevitably change. Some children experience significant distress over even small changes in schedules, transitions, or expectations. Others develop intensely focused interests that dominate conversations and play. These behaviors can certainly occur in children without autism, but when they consistently interfere with daily functioning and occur alongside social communication differences, they deserve further exploration.

Sensory experiences also provide valuable information. Some children appear unusually sensitive to everyday sounds, bright lights, certain clothing textures, haircuts, or specific foods. Others actively seek sensory input by spinning, jumping, watching objects move, or repeatedly touching particular textures. Research has shown that sensory processing differences are common among individuals with autism, although they are not exclusive to autism and may also be observed in children with other developmental profiles. Once again, context matters more than any single behavior.

One of the most important messages I share with families is that development should never be viewed through the lens of one isolated characteristic. Toddlers sometimes ignore their names because they are deeply engaged in play. Many children have strong interests. Others become upset when routines change after a long day. Looking at one behavior in isolation rarely tells us very much. What matters is whether multiple patterns emerge across settings, persist over time, and meaningfully affect how a child communicates, learns, plays, or builds relationships.

Parents are often hesitant to seek an evaluation because they worry about what they might hear. I understand that hesitation. However, I also remind families that an evaluation is not about searching for a diagnosis. It is about developing a deeper understanding of how a child experiences the world. Sometimes an evaluation confirms that development is progressing within expected limits and provides reassurance. Other times, it identifies autism, a language disorder, ADHD, developmental delays, or another factor that helps explain a child’s strengths and challenges. Either outcome provides families with something incredibly valuable: clarity.

Research consistently demonstrates that early identification and early intervention are associated with better outcomes for many children with Autism Spectrum Disorder. This does not mean parents should become alarmed every time their toddler develops differently than another child. It does mean that persistent concerns deserve thoughtful attention rather than prolonged uncertainty. Trusting your observations and asking questions is not overreacting. It is part of being an informed and responsive parent.

As a school psychologist, I have the privilege of helping families better understand their children every day. One thing I have learned through those experiences is that a diagnosis never defines a child. Every child brings unique strengths, interests, personality, and potential. The purpose of evaluation is not to place limits on what children can achieve. It is to understand how they learn, communicate, and experience the world so the adults in their lives can provide the support they need to thrive.

If there is one message I hope families take away, it is this: trust your instincts, remain curious, and do not let fear prevent you from seeking answers. Sometimes the greatest gift we can give a child is simply taking the time to better understand who they are.

Your Child's Brain Is Built to Change: Understanding Neuroplasticity

One of the greatest misconceptions about learning is the belief that children are simply born with certain abilities and that those abilities remain relatively fixed over time. When a child struggles with reading, organization, attention, or mathematics year after year, it can begin to feel as though those challenges are permanent. Parents may wonder whether their child will ever catch up, and children themselves may begin to believe they simply are not good at school.

Fortunately, decades of neuroscience research tell a much different story.

One of the most significant discoveries in modern neuroscience is the concept of neuroplasticity, the brain's remarkable ability to change, adapt, and reorganize itself throughout life. Every time a child learns a new skill, practices a strategy, solves a problem, or experiences something meaningful, networks of neurons communicate with one another. Repeated experiences strengthen these neural connections, making the brain more efficient at performing those skills in the future. Rather than being fixed, the developing brain is continually shaped by learning, experience, relationships, and the environment.

While neuroplasticity exists throughout the lifespan, childhood represents one of the most dynamic periods of brain development. During these years, the brain is especially responsive to new experiences, making them an important time for acquiring academic skills, developing emotional regulation, strengthening executive functioning, and building healthy habits that support lifelong learning.

This does not mean that every challenge disappears with enough practice, nor does it suggest that children simply need to work harder. Learning differences, ADHD, developmental disorders, and other conditions are real and deserve thoughtful, evidence-based support. What neuroplasticity does tell us is that the brain has an extraordinary capacity to improve when children receive the right instruction, interventions, and opportunities to practice meaningful skills over time.

Research has consistently demonstrated that evidence-based instruction and targeted intervention can produce measurable improvements in learning and even changes in how the brain processes information. Children with reading difficulties, for example, have shown changes in brain activation following structured literacy interventions. Similar findings have been reported in areas such as language development, attention, executive functioning, and mathematics. These discoveries have fundamentally changed how educators and psychologists think about learning and intervention.

Relationships also play an important role in brain development. Supportive interactions with parents, teachers, and other trusted adults help create environments where children feel emotionally safe enough to learn. Research suggests that chronic stress can interfere with attention, memory, and learning by affecting the brain's stress response systems. Conversely, consistent encouragement, emotional support, and positive relationships help children regulate emotions and engage more effectively in learning experiences.

One of the most encouraging aspects of neuroplasticity is that meaningful growth is often gradual. Parents sometimes hope for dramatic improvements, but the brain typically changes through repeated experiences over time. A child who independently reads one more page than they could last month, remembers to organize their backpack more consistently, or approaches challenging work with greater confidence is demonstrating meaningful progress. These small improvements often reflect important changes occurring beneath the surface as new neural pathways become stronger and more efficient.

At the same time, neuroplasticity is not a reason to delay support. While the brain remains capable of learning throughout life, early identification allows children to receive interventions during one of the most responsive periods of development. Understanding why a child is struggling allows families and educators to provide targeted supports rather than relying on trial and error.

This is one reason comprehensive psychoeducational evaluations can be so valuable. By identifying a child's cognitive strengths, learning profile, academic skills, attention, executive functioning, and social-emotional functioning, an evaluation provides a clearer understanding of how that child learns best. Rather than focusing solely on areas of difficulty, the goal is to identify strengths that can be leveraged while developing interventions that address specific areas of need. When instruction is aligned with a child's learning profile, the brain is given greater opportunities to build the connections that support growth.

Perhaps the most hopeful message neuroplasticity offers is that children should never be defined by where they are today. Development is an ongoing process, and the brain is continually adapting to the experiences it encounters. With evidence-based instruction, supportive relationships, meaningful practice, and appropriate intervention when needed, children can continue developing skills that once seemed out of reach.

Understanding neuroplasticity reminds us that growth is rarely about changing who a child is. It is about creating the conditions that allow them to become the most capable version of themselves.