Lifespan Developmental Changes in Autism
Autism traits change and evolve as children grow into adults. This results in a different presentation of symptoms, challenges, and strengths. In this post, we are going to look at autism across the lifespan and the developmental needs at each stage of development.
Children with Autism are largely unaware of how autism sets them apart from their peers. They act following their inner preferences and challenges without a conscious effort to conform to societal norms.
In contrast, adults with mild to moderate levels of autism are typically more aware of their differences and societal expectations. This heightened self-awareness allows adults to adapt to social norms and environments, albeit sometimes at the cost of their comfort and authenticity.
Signs of Autism throughout development include:
Toddlers
- 12-24 months Things to look for include:
- A toddler at risk for autism may not point at far away objects in response to your prompts or to try to pull your attention into things they see around them.
- An infant/child at risk for autism may not direct their vocalizations to another person in a meaningful way or may not make babbling sounds (e.g., baba, gaga, gada) at all
- A toddler at risk for autism may not display or direct facial expressions to others for happy, sad, surprised, scared, curious, or other complex emotions and generally may have little or no expressions beyond emotional extremes (i.e., angry or happy).
- An infant/toddler at risk for autism may not smile or laugh in response to your smile or playfulness although he/she may smile at you on their own and look very happy.
- An infant/toddler at risk for autism may not use his/her eye gaze appropriately to initiate, terminate, or regulate social interactions. Please note, however, some children with an autism spectrum disorder may have appropriate eye contact and gaze.
- A toddler at risk for autism may not show objects to another person or may show objects in a partial or inconsistent manner. Typically developing children show objects to others to show enjoyment in the interaction or to initiate an interaction with another person whereas a child at risk for autism may only show objects to others to obtain assistance.
- A toddler at risk for autism may not point at a particular object he wants or an object he wants for a particular action.
- A toddler at risk for autism may not respond to his name when called by parents, friends, or others even after several attempts including familiar noises, implications of touch, or actually being touched.
- A toddler at risk for autism may not look to an object or another part of the room far away from them in response to a parent shifting their gaze to shift the child’s attention by turning their head and/or pointing.
- An infant/toddler at risk for autism may not enjoy cuddling on a regular basis, although he/she may sometimes enjoy it.
- A toddler at risk for autism may show little or no expressed pleasure in an interaction with a parent or another person (although he/she may show pleasure in his/her own actions).
- An infant/toddler at risk for autism may not babble (i.e., make consonant/vowel reduplications like “bababa” “gaga” “dama” etc) or say his first spontaneous word or word approximation (e.g., “Dis” for “this”).
- A toddler at risk for autism may have little interest in the communicative (e.g., saying hello), play (e.g., tossing the child a ball), or social (e.g., waving hello) actions of other children.
- be sensitive to the environment – for example, they might be more easily upset by loud noises or bright lights than other children
- like their environment to stay the same – for example, they might eat only foods with certain textures or colours, or they might want to wear the same clothes each day
- enjoy seeking out sensations – for example, they might rub objects on their lips or faces, or smell objects.
Autism in Young Children
Social interaction and communication
- not consistently using eye contact to get your attention – for example, they might not always look at you and then at a snack to show you they want it, or not look back towards you when they see something that excites them
- rarely pointing to or holding up objects to show you things – for example, they might not point to a car and look back at you to make sure you’ve seen it too, or they might drop a toy in your lap and walk away instead of holding it up and showing you.
- not consistently respond to their name being called
- not consistently using gestures on their own – for example, they might not wave bye-bye or clap without being asked to.
- not consistently smiling back at you or other familiar people when you smile at them.
- rarely copying other people’s actions, like bouncing a ball when you bounce yours.
Relationships and play
- rarely showing interest in other children
- rarely start games like peekaboo
- rarely engage in pretend play – for example, they might not pretend to feed a baby doll.
Repetitive behavior and intense or special interests
- have intense or special interests in certain objects, games, TV shows, Characters, or toys – for example, they might have a single focus on GoKu whenplay mostly with cars or dolls
- behave in repetitive ways – for example, they might spin the wheels of a toy car or pram repeatedly, or take the clothes on and off a doll repeatedly
- interact with toys and objects in unexpected ways – for example, they might enjoy lining up objects or putting toys into piles
- be very interested in certain activities and get upset if they can’t do these activities – for example, they might watch the same TV show over and over.
Routines
If young children are autistic, they might prefer routines and be easily upset by change. For example, they might need to follow the same route to child care or a grandparent’s house all the time.
Repetitive movements
If young children are autistic, they might repeat body movements or move their bodies in unexpected ways. For example, they might:
- arch their backs
- flap their hands
- hold their arms stiffly
- walk on the tips of their toes.
- rock
Sensory sensitivities
If young children are autistic, they might:
- Social interactions
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- Difficulty making friends
- Difficulty maintaining conversations
- Difficulty picking up on social cues like body language and facial expressions
- Difficulty understanding the feelings of others
- Difficulty understanding the unwritten rules of friendship
- Communication Difficulty taking turns speaking, Difficulty adjusting the formality of language, Difficulty speaking in a two-way conversation, and Difficulty expressing feelings.
- Sensory processing
- Difficulty handling sensory information like loud noises, bright lights, or crowds
- Over- or under-sensitivity to certain sounds, sights, or textures
- Difficulty coping with queues or crowds
- Sensitive to touch
- Difficulty making friends
- Difficulty understanding social cues, body language, or facial expressions
- Difficulty adjusting behavior in different social situations
- Difficulty understanding unspoken social rules
- Difficulty understanding the feelings of others
- Difficulty expressing feelings
- Maintaining eye contact
- Difficulty using facial expressions that match the context of communication
- Difficulty interpreting conversations
- Difficulty communicating emotions
- Difficulty handling sensory information, such as loud noises, bright lights, or crowds
- Being sensitive to touch
- Experiencing sensory overload
- planning and organizing
- Difficulty prioritizing tasks
- Difficulty managing time
- Difficulty starting or completing tasks.
- Repetitive behaviors
- Obsessive interests
- Difficulty with fine motor skills and coordination
- Needing help with daily living skills.
Autism in Young Adults
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- Social challenges: Difficulty understanding social cues, making eye contact, or responding to gestures and facial expressions
- Repetitive behaviors: Having the same routine every day, or having intense interests in a particular subject
- Communication difficulties: Having trouble saying how you feel, or taking things literally
- Sensory issues: Being sensitive to certain sounds, lights, or touch
- Executive function challenges: Difficulty with planning, organizing, and attention maintenance
- Social challenges: Difficulty understanding social cues, making eye contact, or responding to gestures and facial expressions
- Anxiety: Feeling anxious before or after social situations
- Masking: Camouflaging autism symptoms to fit in or avoid attention
Other signs include:
- Difficulty making friends or dating
- Difficulty bonding with others
- Difficulty multitasking
- Difficulty understanding jokes and sarcasm
- Difficulty understanding broad theories
- Difficulty seeing the “big picture”
Autism in Adults
The hallmarks of autism are challenges with social communication skills, nonverbal behaviors, and restricted and repetitive behaviors—and this is no different in adults. You may not display all of these characteristics. As adults age, they may experience changes in their behavior and interests. Additionally, a major life change or transition can result in a change in these traits.
Social interactions
- Feeling awkward in social situations
- Having difficulty understanding what others are thinking or feeling
- Preferring to be alone
- Difficulty making friends
- Having difficulty understanding social rules
Verbal and nonverbal communication
- Difficulty making eye contact, or with other nonverbal skills
- Responding to conversations in a blunt way
- Taking things literally
Repetitive and/or restrictive behaviors
- Having the same routine every day
- Noticing small details or patterns that peers wouldn’t
- Having very intense and specific interests
Masking in autistic adults
Many autistic adults choose to mask, or camouflage, their autism symptoms. Adults may engage in masking because they want to fit in, be accepted and avoid drawing attention to themselves in social situations. Others resort to masking as a means to avoid bullying, maintain friendships and succeed at work and school.
For some adults, masking looks like adopting more “subtle” stimming behaviors, like using a fidget spinner instead of flapping their hands. Some might adopt a whole different persona, imitating the speech and body language of others during social interactions. Some force themselves to make eye contact or be more expressive with their facial expressions, even if doing so feels uncomfortable or unnatural.
While masking may help some autistic adults navigate social situations, jobs and relationships, research shows it can have negative effects on mental health. Some adults find report feeling isolated and misunderstood as a result of their efforts to mask their autism.
Autism in Older Adults:
Signs of autism in older adults include difficulty with social interactions, social communication, repetitive behaviors, special interests, and sensory sensitivities.
- Difficulty understanding social cues, like body language and sarcasm
- Difficulty making friends or preferring to be alone
- Difficulty making conversation, especially taking turns speaking
- Difficulty adjusting the formality of language for the audience
- Difficulty reading and responding to social cues
- Anxiety before and after social situations
- Over- or under-sensitivity to certain sounds, sights, or textures
- Being overwhelmed by loud noises or bright lights
- Difficulty sleeping due to sensory issues
Other signs
- Repetitive behaviors, such as rocking or hand flapping
- Difficulty with changes in routine or environmen
- Intense interests
- Difficulty with self-regulation and executive function
- loneliness
- social isolation
- feelings of social alienation
- feelings of social rejection
- adherence to particular routines and becoming upset if routines are disrupted
Autism across the Lifespan: Meeting Individual Needs
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Early Childhood (Infancy to Early Elementary):
- Early intervention: Recognizing developmental changes through developmental monitoring and screening with a pediatrician or developmental pediatrician, and starting early intervention services. Focus on developing basic communication skills, social interaction, and play skills through recommended therapies.
- Sensory integration: Managing sensory sensitivities to sights, sounds, textures, and smells through sensory-based activities.
- Structured routines: Establishing predictable daily routines to help with anxiety and transitions.
- Visual supports: Utilizing visual aids like picture schedules and communication boards to aid understanding.
- Diagnostic needs: Seek out a diagnostic evaluation and begin interventions that maximize your child’s skills and abilities.
- Have your child undergo an educational evaluation at school to qualify them for an Individualized Educational Program (IEP). For more information about the Educational Diagnosis process, visit our blog post on Educational diagnoses of Autism.
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Middle Childhood (Late Elementary to Early Middle School):
- Social skills development: Learning social cues, appropriate conversation skills, and managing friendships
- Academic support: Individualized education plans (IEPs) to address specific learning needs and provide accommodations
- Self-regulation strategies: Developing coping mechanisms to manage emotions and anxiety in challenging situations
- Peer interaction opportunities: Facilitated playdates and social skill groups to foster friendships
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Adolescence (Middle School to High School):This is a time of transition, as children enter middle school/junior high school. Things to consider during this time are teaching self-advocacy, working on hygiene skills, friendships, bullying, and social skills. The biggest change during these years is the onset of puberty. It is important to prepare your child for these changes, as they may be confused or think there is something wrong with then if they don’t know what to expect.
- Transition planning: Preparing for post-secondary education, employment, and independent living
- Sexuality education: Addressing sexuality and personal boundaries in a developmentally appropriate manner
- Mental health support: Identifying and managing co-occurring mental health conditions like anxiety and depression
- Self-advocacy skills: Empowering individuals to communicate their needs and advocate for themselves
- Puberty: There are some great resources online for helping you talk to your child about puberty. They include:
- Adulthood:
- Employment support: Job coaching, workplace accommodations, and career development planning
- Independent living skills: Managing daily tasks like cooking, hygiene, and finances
- Social connection: Facilitating opportunities for meaningful social interaction and community involvement
- Continued mental health care: Ongoing access to therapy and support services to manage challenges related to autism
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Autism in older adults:
- Sensory needs:
Adapting environments to minimize sensory triggers like loud noises, bright lights, and crowded spaces.
Providing sensory tools and activities to manage overstimulation.
Considering sensory sensitivities when planning daily activities and healthcare appointments. - Structured routines:
Establishing predictable daily schedules with consistent routines to provide a sense of security and reduce anxiety.
Utilizing visual aids like schedules or picture boards to communicate daily routines. - Social engagement:
Facilitating meaningful social interactions through tailored activities and support groups
Providing social skills training to help navigate social situations
Recognizing potential challenges with social cues and adapting communication strategies accordingly - Communication support:
Utilizing visual aids and simple language to enhance understanding
Employing communication strategies that respect individual communication styles - Mental health considerations:
Monitoring for signs of depression, anxiety, or other mental health concerns
Providing access to mental health services specifically tailored to autistic individuals - Physical health management:
Regular checkups and proactive management of common health concerns like gastrointestinal issues, epilepsy, or sleep disorders
Promoting physical activity appropriate to individual abilities - Cognitive support:
Addressing potential challenges with executive functioning skills like planning and organization
Utilizing memory aids and assistive technology as needed - Caregiver education and support:
Providing caregivers with training on understanding autism and specific needs of aging autistic adults
Creating support networks for caregivers to share experiences and access resources
- Sensory needs:
Understanding these key differences highlights the importance of a life-span approach to autism support. Tailoring interventions and support to the changing needs of individuals with autism as they grow ensures that every person on the spectrum has the opportunity to lead a fulfilling and productive life.
Autism Across the Lifespan: A blog entry from wpspublish.com
Lifespan Developmental Changes in Autism
Autism traits change and evolve as children grow into adults. The results is a different presentation of symptoms, challenges, and strengths.
Children with Autism are largely unaware of how autism sets them apart from their peers. They act following their inner preferences and challenges without a conscious effort to conform to societal norms.
In contrast, adults with mild to moderate levels of autism are typically more aware of their differences and societal expectations. This heightened self-awareness allows adults to adapt to social norms and environments, albeit sometimes at the cost of their comfort and authenticity.
Overall, the primary ways in which Autism evolves throughout development include:
- Difficulties with Personal Relationships: As individuals develop over time, the nuances of personal communication become more complex. Autistic children might have difficulties reading facial expressions and making friends. Adults face more demanding relationship situations as they have to navigate romantic relationships, workplace friendships, and even parent their own children.
- Difficulties with Social Interactions or Environment: Autistic children often show a diminished interest in talking to others and making friends; preferring solitary activity. This is not a universal truth. Many autistic children and adults desire friendships and can struggle with loneliness. Adults continue to find social situations challenging as well.
- Development of Coping Mechanisms and Masking: Children are often quite open about their difficulties as they are less inhibited. As children grow into adults, they often become skilled at camouflaging or masking their difficulties to fit into societal norms.
- Development of Focused Interests: Autistic children usually have intensely focused interests, which might seem restrictive in scope but provide comfort and a sense of order. As individuals with autism transition into adulthood, these persistent interests can evolve into areas of expertise or specialized career paths, offering significant opportunities for employment and personal fulfillment.
Understanding these key differences highlights the importance of a life-span approach to autism support. Tailoring interventions and support to the changing needs of individuals with autism as they grow ensures that every person on the spectrum has the opportunity to lead a fulfilling and productive life.