I don’t know if he’s autistic | Autism PDD

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I think you are right to get the evaluation. I would also contact EI. They qualify children on their delays and not the label. So, it doesn't matter if he is or isn't they can work on the areas he needs to catch up. There are some definite red flags and it's good that you are aware of them. Most evaluation centers do have a long wait. You might also consider speech therapy. Will your ped give you a referal? It may take a while to get into that as well. Might be good to get on the list. They may have you do a hearing test first and then assess speech.

Someone recently posted a link to the CHAT, which is a checklist for 18 month olds for autism. Maybe someone can find that again.

 

flip39316.7143518519I just know that I'm going out of my mind. He's only 18 months. He hasn't spoken a single word. He doesn't point to what he wants, he just whines.

He is just now starting to point at objects in books when we ask him. He really loves books.

He sometimes turns when you call his name, I would say maybe 3 or 4 out of 10 times.

He notices when we come and go, and sometimes looks for whichever one of us is gone. For example, when I go upstairs he stands at the bottom of the steps looking for me.

My biggest concerns are the lack of words and pointing. He also doesn't look to see what I'm looking at, he will just continue to look at me.

I know it's early, but we are going out of our minds. Are we just being silly or is there enough there?

We do have an appointment at the Children's Hospital but it's not for 3 months. I wish they wouldn't make us wait!

If it is a good place then it's ok to wait.  Not so much for you...I hate waiting too but it's worse if you spend lots of time going through doctor after doctor that don't know what they are doing.  I did that. In the amount of time I spent going from doctor to doctor I could have waited 4 times to get into a center. Welcome to the board and keep us posted on that appt ok?

Karrie

That's true, thank you so much Karrie. 

Some things to look for:

Possible Indicators of Autism Spectrum Disorders

 

   They may seem to be affectionate at times, but it is almost always on their own terms. They will cuddle, hug or kiss a parent but only if they initiated the action. If a parent gives them a hug, they may fall limp and not return the hug, allowing their arms to hang beside them. Resistance can be directed toward parents as well, but it is usually directed far more vigorously at others.
 
this is a link to do an online test just to give you an idea this is by no means a way of diagnosis
http://pediatrics.about.com/od/autism/l/bl_autism.htm
mosesjr_mommy39317.3264699074I just want to point out that autism is a spectrum and you can have children with really mild autism but they too can be diagnosed early if the docs are experienced enough and know what to look out for. It's really important to do this because early intervention can give that extra push that their development needs. I understand you are concerned and that's enough for you to start getting the ball rolling with or wiothout a diagnosis of autism. My boys responded to their names, pointed and had a few words at this age but both were eventualy diagnosed as being on the autistic spectrum.  The CHAT test is designed for kids this age, 18 months, but some kids fall through that net too. It's great that you are looking into your concerns so early because early intervention can't do any harm whereas the 'wait and see' approach can. Three months is an agonising wait. When I suspected problems with my older son I had to wait a long time too and by the time I got to the doc I was really well informed and understood everything that was going on, it helped me a lot, I was glad I'd had the time to muse over it. I hope things work out well for you . Good luck. You can look into Early Intervention or Birth to Three programs in your area.  They can do an eval and see if your child has enough of a delay to qualify for services.  We did that when we were told the wait list for Children's Hospital was 5 months.  We went ahead and got him in through EI and also got private speech and OT set up all before his official eval at Children's.


Childbrain (a pediatric neurology website) has an online test for autism.
It is not a fool-proof diagnosis but I keep seeing it recomennded here
and it might give you a better idea.
http://
www.childbrain.com/pddassess.htmlThanks everyone!

What's confusing to me, is that the criteria is so broad, that it seems that any child could meet the definition at some point during their development.

That's why I'm having a hard time. I look at something that indicated that if he doesn't respond to his name he could be autistic. That's seems like such a broad indicator.

But there are times when he will completely initiate play or other types of interaction with us or his brother.

I have a question about that test for children who do not respond to their name. The one group that had an older sibling with autism. How does that translate to a child who doesn't have an older sibling with autism but doesn't respond to his name?

Another question I have is do children have an instinct to point, or is that something they do because they learn from us when we point things out to them?

I am wondering how much of this is our fault. We have two children close in age so we didn't spend half the time teaching things to the 18 month old as we did with his older brother.

I'm ashamed to admit that, but I'm also hoping that's the cause for his delay.

I'm just so confused, and so thankful that I found this board. What a wonderful resource.
My biggest advice on this is to go through EI and have him screened for Developmental Delays.  That doesn't mean he has autism.  It just tests to see if he has any delays and in what areas.  If he meets their criteria, he will receive services (most likely a developmental pre-school and speech/OT therapy as needed).  This may be all he needs to get caught up to his peers. 

Just remember that not all kids that have delays, have autism.


I think it is instinctual to point. Both my kids did it, although ds was late in doing so (13 months). It is definitely a red flag for developmental delays and I would get him evaluated. I'm glad that you are on the wait list - like someone else said, if it is a good place it is definitely worth the wait. Three months seems like forever now, but it you go to a place that won't evaluate him thoroughly - you will actually have wasted time and money in doing so.

There's no need to feel ashamed in admitting that you hope his delays are due to not getting as much one-on-one time with his parents. Few of us would wish autism on our child! As far as having an older sibling without autism - the younger should be more likely to imitate the older brother in responding to his/her name. A younger sibling of a child with autism wouldn't have someone to imitate (because the older sibling would be less likely to respond to his/her name). Regardless, not responding to your name is a red flag whether or not you have an older sibling in the picture.

Whatever happens - this is not your fault. You are obviously a concerned mom who has come on this board in order to help your child. It is difficult to not feel guilty - we have all been there, I'm sure. You will get more info when you get your son evaluated. Talk to other parents in your community to make sure you are going to a good doctor who is well-respected in the autism/developmental delay field.

Welcome and keep us posted!

I just scanned all the replies, so this might be repetitive, but here goes.

The most important thing at this age is to identify any delays and get help for them.  Early Intervention (EI) does free evaluations and provides the services, so it would be good to contact them while you wait for the other appointment.  EI can be called different things in different states (like Birth to 2), but you can find out who to contact on your state list under "State Agencies and Organizations" on the following website:  http://www.nichcy.org/states.htm

The Center for Disease Control has excellent developmental milestone checklists at this address:  www.cdc.gov/actearly.  Regular pediatricians aren't always that knowledgeable about autism, but it's natural to mention missed milestones to your child's pediatrician.

Finally, here's a link to an autism screening test for 18 month olds, the CHAT.  The test begins on page 4, and this link also has an illustrated list of potential behavioral symptoms, many of them sensory in nature.

http://www.helpautismnow.com/p/physhandbook.pdf 

Good luck with everything.

Thanks for all of the info and support. It's so nice to hear from people who have actually experienced this rather than reading journal articles.  I remember well the waiting and wishing...I can only underscore the recommendations that you get in touch with EI...also, I didnt know this, but when Children's Hospital had us on the loooong wait list for the initial evaluation, someone suggested that we call every week to see if there were cancellations. It took three weeks that way, not four months.

Good luck and come back and tell us how it goes. It's scary, there are friends here.
Yvonne/missnippy
 My daughter,6 yrs took the brain test and scored a 156, not joking. I can't wait until her apt in Sept. Then I'll know which one she has either pdd or aspergers. My daughter at 18 month was in her own world. She had major sensory issues,toe walking, some delays and really hyper. She acted deaf, never slept and loved flashing colors. Look back on her all the sign were there but being a first time mom, I didn't know. I thought, I don't remember baby sitting 2 kids the same age being this hard. I blew it off,thinking first time mom gitters.
       My MIL knew for years and never told me.  I would catch her whisper the A word to my hubby but she would never say it to my face. I wish she would of it would of saved me some time. 

the first thing you do is get him into early interventions because its true that has some delays at that age. so try getting a referral for that and they will determie the services the child needs.

As far as I understand the significance of pointing is ''shared attention'.
When my Nt daughter wants to show me something she says 'look
mom', points to it and then (important part!) looks at me to follow my
gaze to make sure we are looking at the same thing and that she has
indeed connected with me. That connection is 'joint attention' My asd
son might point at something and say 'over there' but he never looks at
me to make sure that we look at the same thing. When I point to
something and say 'See the bird', he will not be able to follow my finger
or gaze and see it. He can not join his attention with mine.Thank you

So I'm wondering how much of that I should expect as normal in an 18 month old. He does look where I point most of the time.

He hasn't really pointed to show me things yet, but like I said I'm wondering how urgent that is at his age. I'm hoping it will come along with my example.  He pointed at something he wanted today.

He also pointed to the light in the dining room and started babbling, so it appeared in a way that he wanted me to look, but I can't recall if he watched my eyes.

I play a game with him, like I can't find him, and he will come out into the open until I say There you are! I had my older son involved today, and I was bending over whispering to him to act like he can't find his brother, and the 18 month old mimicked me, whisper and all. I was floored.

Still I'm afraid, but always looking for reasons to believe he'll catch up.

If he is diagnosed I'll just do my best as I'm sure everyone here does. One day at a time.



AT 12 MONTHS:

 

What they should be doing:
Social:
Responds to anyone calling their name, not just mom and dad
Enjoys social play
Is shy or anxious with strangers
Claps when you clap
Enjoys imitating people at play
Points to objects to share with you their interest at the moment
Cries when mom or dad leaves the room
Repeats after you during a game of peek a boo or other simple motions
Shows specific preference for certain people and toys
Takes an interest in other people
Tests parental responses during feedings
Tests parents responses to their behavior
May be fearful in some situations
Fearful of strangers
May develop an attachment to a toy or object
Shares toys but wants them back
Prefers mom or primary caregiver over all others
Repeats sounds or gestures for attention
Extends arm or leg when being dressed
Language:
Pays increasing attention to speech
Comprehends several words
Babbles with inflection (changes in tone)
Says at least one or two other words more than mama or dada
Uses exclamations like "uh-oh!"
Tries to imitate words
Responds to simple requests
Responds to "no"
Uses simple gestures like shaking their head "no"
Tries to imitate animal sounds
Movement:
Sits down without help
Walks holding onto furniture
Stands momentarily without support
Walks with support from parents
May walk or may walk 2 or 3 steps without support
"Dances" to music
Bangs two objects together
Puts objects into a container
Takes objects out of a container
Opens and closes cabinet doors
Turns the pages of a book by flipping many at a time
Has a good pincer grasp
Voluntarily lets objects go
Pokes
Tries to imitate scribbling
Cognitive:
Begins to use objects correctly (listening on a phone, brushing hair)
Explores objects in many ways by shaking, banging, throwing, dropping
Looks at the correct picture when the image is named
Finds hidden objects easily
Imitates gestures
Interested in books and may identify some things
Identifies themselves in the mirror
Alert your child's doctor if he or she:
Does not respond to someone calling their name (anyone)
Is indifferent to others
Doesn't use back and forth gestures such as pointing, showing, reaching, waving or shaking their head
Displays a strong resistance to change in routine
Needs strong extra efforts by others to get their attention
Does not babble or make attempts to speak
Says no single words like mama or dada
Experiences any loss of language
Does not crawl
Drags one side of their body while crawling for more than one month
Cannot stand when supported
Uses repetitive body motions such as rocking or hand flapping
Fixates on a single object
Displays an oversensitivity to textures, smells, and sounds
Does not search for objects that are hidden while he or she watches
Experiences a dramatic loss of skills he or she once had
AT 15 MONTHS:

 

What they should be doing:
Social:
Responds to anyone calling their name, not just mom and dad
Enjoys social play
Indicates their wants in other ways than crying
Language:
Says at least one word beyond mama or dada
Speaks in jibberish rambling talk
Responds to a simple command without gestures used
Movement:
Can pick up a tiny object using their thumb and forefinger
Stands alone well
Alert your child's doctor if he or she:
Does not respond to someone calling their name (anyone)
Does not seem to know the function of common household objects (brush, telephone, bell, spoon)
Experiences a dramatic loss of skills he or she once had
AT 18 MONTHS:

 

What they should be doing:
Social and emotional:
Responds to anyone calling their name, not just mom and dad
Shows affection
Enjoys social play
Separation anxiety from parents begins
Enjoys being read to and looking at the pictures
Frequently imitates
Language:
Says 10 or more single words when asked
Can identify parts of the body
Recognizes names of and can point to familiar people and objects
Begins to use pronouns like "my" or "mine"
Movement:
Walks alone
Walks up and down stairs holding on to support
Begins to run but falls often
Jumps in place
Climbs onto a chair by themselves
Is able to dress and undress some clothing like socks, shoes and gloves
Can feed themselves
Drinks from a cup by themselves
Can use a spoon with help
Rolls a ball back and forth with another person
Builds a tower of two or three blocks
Imitates scribbling
Cognitive:
Looks at an object you point to
Pretends to talk on the telephone, to dolls or stuffed animals
Begins to feel a sense of ownership by using words like "mine" and "my"
Alert your child's doctor if he or she:
Does not respond to someone calling their name (anyone)
Cannot walk
Does not respond to pointing
Does not respond to pointing correctly (looking in the wrong direction)
Does not engage in pretend play
Experiences a dramatic loss of skills he or she once had
AT 24 MONTHS:

 

What they should be doing:
Social and emotional:
Responds to anyone calling their name, not just mom and dad
Is more excited about company of other children
Enjoys social play with children
Imitates the behavior of others, especially adults and older children
Begins to show defiant behavior
Demonstrates increasing independence
Separation anxiety begins to fade
Language:
Can say between 50 and 300 words
Uses 2 to 3 word phrases
Uses 2 to 4 word sentences
Points to object or picture when it's named for him
Understands simple verbs like "eat" and "sleep"
Correctly pronounces most vowels
Correctly pronounces n, m, p and h
Uses simple phrases
Repeats words overheard in conversation
Asks for common foods by name
Makes animal sounds like "meow" and "moo"
Movement:
Pulls toys behind them as they walk
Carries a large toy or several toys while walking
Can pick up objects while standing and not lose their balance
Can run with better coordination
Stands on tip toe
Kicks a ball without losing their balance
Scribbles on his or her own
Turns a container over to pour items out
Builds a tower of 6 or 7 blocks
Turns the pages of a book one at a time
Is capable of turning a door knob
May use one hand more often than the other
Is able to dress and undress better
Cognitive:
Finds objects even when hidden under 2 or 3 covers
Begins to sort shapes and colors
Begins make-believe play
Points to simple body parts like "nose"
Follows simple instructions
Has an increased attention span
Alert your child's doctor if he or she:
Does not respond to someone calling their name (anyone)
Does not engage with other children to play
Does not imitate actions or words
Does not follow simple directions
Does not initiate two-word phrases and not just echo words
Does not use simple sentences with simple words and a phrase
Does not speak at least 15 words
Experiences any loss of words
Does not develop heel to toe walking pattern
Only walks on their toes
Cannot push a toy with wheels
Experiences a dramatic loss of skills he or she once had
AT 3 YEARS:

 

What they should be doing:
Social:
Enjoys social play
Spontaneously shows affection for familiar playmates
Imitates adults and playmates
Understands the concept of mine and his or hers
Can take turns in games
Has short periods where separation anxiety is decreased
Enjoys helping with household tasks
Begins to recognize their own limits and asks for help
Begins to notice other people's moods and feelings
Emotional:
Openly expresses affection
Expresses a wide range of emotions
Separates easily from parents
Objects to major changes in routine
Is able to make choices between 2 things
Movement:
Walks up and down stairs alternating their feet with one foot per step
Has improved balance
Climbs well
Kicks a ball
Catches large balls
Runs easily
Runs around obstacles
Bends over easily without falling
Pedals a tricycle
Climbs ladders
Uses a slide by themselves
Turns rotating handles
Can screw and unscrew lids, nuts and bolts
Can easily place small objects in small openings
Can draw circles with a pencil or crayon
Can draw using motions up and down as well as side to side
Can build a tower of more than 9 blocks
Holds a pencil in a writing position
Can dress themselves, only requiring assistance with laces, buttons, etc.
Feeds self without difficulty
Language:
Follows a two or three part command
Has several hundred words
Can say name, age and sex
Recognizes and identifies almost all common objects and pictures
Understands most sentences
Uses 4 to 5 word sentences
Uses question inflection to ask for something
Asks questions frequently
Uses pronouns such as I, you, me, we, and they correctly
Uses some plurals such as cats, socks, and toys
Uses past tense verbs such as "jumped"
Strangers can understand almost all of their words
Cognitive:
Makes mechanical toys work
Plays make believe with dolls, stuffed animals and people
Matches an object in their hand or room to a picture in a book
Sorts objects by shape and color
Understands the concept of "two"
Understands placement in space such as on, in, behind and under
Understands the concept of "now", "soon" or "later"
Completes simple puzzles
Learns by doing
Learns through their senses
Has a longer attention span
Alert your child's doctor if he or she:
Has poor eye contact with others
Does not "pretend" play
Shows little interest in other children
Shows a limited interest in toys
Has extreme difficulty separating from mother or primary caregiver
Frequently falls
Has difficulty on the stairs
Cannot build a tower of more than four blocks
Cannot copy a circle
Has difficulty manipulating small objects
Has persistent drooling
Has very unclear speech
Is reversing their pronouns such as I and you or they and we
Use echolalia (repeating words)
Uses a monotone or "robotic" voice
Cannot communicate in short phrases
Does not understand simple instructions
Experiences a dramatic loss of skills he or she once had
AT 4 YEARS:

 

What they should be doing:
Social:
Enjoys social play with children
Interested in new experiences
Cooperates with other children
Negotiates solutions to conflicts
Enjoys pretending and has a vivid imagination
Increasingly inventive in fantasy play
Plays pretend in imitating another person
More independent
Talks about personal family matters to others
Commonly has imaginary playmates
Emotional:
Imagines that many unfamiliar images may be monsters
Views themselves as a whole person involving mind, body and feelings
Often cannot tell the difference between fantasy and reality
May display increased aggressive behavior
Is rebellious if expectations are excessive
Expresses anger verbally rather than physically
Movement:
Is able to go up and down stairs without support
Is able to move forward and backward with agility
Their running is more controlled being able to stop, start and turn
Hops and stands on one foot for up to five seconds
Catches a bounced ball most of the time
Throws a ball overhand with coordination
Kicks a ball forward
Draws circles and squares
Uses scissors and can cut along a line
Uses table utensils skillfully
Begins to copy some capital letters
Draws a person with two to four body parts
Can brush their teeth, comb their hair, dress and undress themselves
Language:
Tells stories
Can say about 1500 words
Speaks in complex sentences of five to six words or more
Speaks clearly enough for strangers to understand
Has mastered some basic rules of grammar
Can speak in the past tense
Uses verbs that end with "ing" such as walking or playing
Can describe how to do things such as how to color a picture
Can describe the use of common objects such as car or cup
Expresses ideas and feelings rather than just talking about the world around them
Learns and sings simple songs
Cognitive:
Will ask multiple questions often, more than at any other age
Understands the concept of same and different
Understands the concept of counting
Can count to four
Correctly identifies colors
Tries to solve problems from a single point of view
Begins to have a clearer sense of time
Follows three part commands
Recalls parts of a story
Can answer "why" and "when" questions
Engages in fantasy play
Lacks a moral concept of right and wrong
Starts to develop logical thinking
Begins to understand that pictures can represent real objects
Understands the concept of lying and may begin to lie
Recognizes absurd language joking such as "the elephant just flew away!"
Can answer "what" questions
Alert your child's doctor if he or she:
Still clings or cries when parents leave
Ignores other children
Shows no interest in interactive games
Does not respond to people outside of the family
Does not engage in fantasy play
Resists dressing, sleeping or using the toilet
Lashes out with no self-control when angry or upset
Cannot jump in place
Cannot throw a ball overhand
Cannot ride a tricycle
Has difficulty scribbling
Cannot grasp a crayon between thumb and fingers
Cannot copy a circle
Cannot stack four blocks
Doesn't use pronouns like you and me correctly
Doesn't use sentences of more than three words
Speaks "at" people rather than "with"
Experiences a dramatic loss of skills he or she once had
I wouldn't worry so much rather or not he is autistic at this age, I would just call early intervention ASAP and have him evaluated. THey can work on all the things you are worried about if they do indeed think that he is delayed in areas, and they don't need a diagnosis to begin therapy. And therapy is the most important thing. Thanks again everyone!

We contacted early intervention and they said they will come out next week so I'm really looking forward to meeting with them.

I have one other question, well probably many more but one for now.

Can reaching for something be considered pointing? I mean it looks like pointing with a flat hand, and it is a way for him to tell me what he wants.

For example, his sippy cup was on the table and I was holding him. He reached one hand out towards the sippy cup and I pointed at it and said "Do you want that?" and he reached for it again. I mean he did communicate what he wanted to me so I'm looking at it as a good sign.

You know I'm always looking for good signs these days.

pointing

its not about reaching for something

its about understanding that the finger is pointing to something good or osmething we want them to see

for instance

if an ambulance went past your house and you pointed and said look  would she follow the pattern of your finger to see what it was or would she ignore it altogether

it  was communication  but it was more understanding that he wanted a drink and that was where it came from

mummy gives the drink

love shell

spectrummum39317.6742476852It's a good sing in that it's communication but it's not social.  Typical kids point to some things that they think are of interest to other people.  They might see an airplane, point, and say, 'Dad, LOOK!" or something.  They're excited about it and they want you to see it do.  This is different than pointing for something that they want.  Not sure what age typical kids do this - pretty young.  I don't think my girls did this type of pointing until they were about four. It could just be a speech/language delay.  My almost 2 year old (birthday is tomorrow!!!) only has about 15 words/phrases right now, but so far there are no concerns by the professionals about autism.  We will, of course, keep an eye out.  Of all my kids, he has the best eye contact and is the most social even without a lot of words.

Interestingly enough, he is talking more for the speech therapist. He definitely responds better to her.  I guess he is used to me giving in and giving him what he wants without sayign anything. 

I would at least get him going on some speech services.

Good luck!
kdchaos39317.6050347222
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