If you are here, you may be seeing patterns that make you pause. Maybe your child is not using many words. Maybe eye contact is brief, or routines feel non-negotiable. You are not alone in wondering, Could this be autism, and what should I do next.
This guide explains early signs by age, the difference between screening and diagnosis, who can diagnose in Arizona, and how to move forward with confidence.
Autism is a neurodevelopmental condition that affects communication, social interaction, and behavior. It looks different from child to child.
Some children speak early yet struggle with back-and-forth conversation. Others use few words but navigate familiar routines well. Some love lining up toys or watching spinning objects. Others prefer quiet play with adults rather than peers.
Autism is a spectrum, not a single presentation.
Every child develops at their own pace. What matters most is patterns that repeat over time, not one moment or one behavior.
| Age range | Social communication | Play and behavior | Sensory examples |
|---|---|---|---|
| 6-12 months | Limited eye contact or smiling back, reduced response to name | - | Strong reactions to sound, difficulty calming, minimal tracking of faces or toys |
| 12-24 months | Few gestures such as pointing or waving, delayed words | Lines up toys, fixates on parts of objects, distress with change | Covers ears, picky textures, watches fans or wheels |
| 2-4 years | Scripted or repetitive phrases, limited back-and-forth conversation | Prefers solo play, limited pretend play, rigid routines, repetitive movements | Avoids certain clothing, strong reactions to light or noise, seeks deep pressure |
Note: No single sign confirms autism. Patterns over weeks and months are more informative than isolated moments.
Screening and diagnosis are related, but they are not the same. Screening is a quick check that looks for possible traits. Diagnosis is a formal evaluation that confirms or rules out autism and opens doors to services.
At a glance
| Topic | Screening | Diagnosis |
|---|---|---|
| Purpose | Brief check for possible traits | Formal confirmation or rule-out |
| Profession | Pediatrician or care team | Psychologist, developmental pediatrician, neurologist, or psychiatrist |
| Tools | Parent questionnaires such as M-CHAT, developmental checklists | Parent interview, observation, standardized tools such as ADOS-2 |
| Outcome | Refer for evaluation if flagged | Diagnostic report, treatment recommendations, insurance and school guidance |
If a screening suggests risk, ask your pediatrician to provide a referral for a comprehensive evaluation. You do not need all the answers before you ask for help.
If you are unsure where to start, request a referral from your pediatrician and contact the Arizona Institute for Autism for guidance. You can visit our Library for foundational articles and parent guides.
Many children benefit from a coordinated plan that can include multiple therapies. Your diagnostic report will guide which to start first.
| Therapy | Focus | What it looks like |
|---|---|---|
| ABA therapy | Communication, receptive skills, functional play, daily living, social skills, executive functioning | Fun, play-based sessions that teach new skills and reduce barriers to learning |
| Speech-language therapy | Expressive and receptive language, social pragmatics, AAC | Modeling words, gestures, pictures, or devices to build communication |
| Occupational therapy | Sensory processing, fine motor, self-care, regulation | Sensory-informed activities that build regulation and independence |
Learn more in our articles on ABA basics and positive behavior supports in the AIA Library.
Ready to talk through referrals, insurance coverage, and therapy options? Schedule a free consultation and our team will guide your next steps.
A single behavior rarely tells the whole story. A child who talks late may be adventurous in motor skills. Another who speaks in long sentences may prefer routines that feel predictable. Watching patterns across communication, play, flexibility, and sensory reactions gives your pediatrician and the evaluator a clear path to the right supports.
Use simple observations. Medical language is not required.
Short journal entries such as "did not look when name called" or "cried when schedule changed" add valuable context. These notes help the professional select the right assessments and recommend appropriate therapies.