Teachers

During the first years of life, child development occurs at an accelerated pace and is unique to each child. However, certain behaviors can be early signs that something isn’t developing as expected. Autism Spectrum Disorder (ASD) is one of the most common diagnoses, but it’s not the only one that can manifest with similar signs during childhood.

What is Autism?

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that primarily affects communication, social interaction, and behavior. It manifests differently in each child, meaning there is no single “autistic profile,” but rather a wide variety of characteristics.

Early warning signs in babies and toddlers:

• Avoids eye contact or does not respond to his or her name by 12 months.
• Does not show facial expressions such as smiles, surprise or interest.
• Does not point to objects to share attention with an adult.
• Has restricted interests or repetitive games (aligning objects, turning wheels).
• Has unusual reactions to sound, texture, light, or movement.
• Does not use simple words at 16 months or two-word phrases at 24 months.
• Difficulty relating to other children or showing no interest in shared games.

Other disorders with similar symptoms:

It’s important not to rush to conclusions, as there are other disorders that can appear similar to autism, especially in the preschool stage:

• Global developmental delay:affects multiple areas, but does not necessarily indicate autism.
• Language disorder:It can cause communication difficulties without affecting social interaction.
• Sensory processing disorder:Children with hypersensitivity may appear uninterested or irritable, without meeting the criteria for ASD.
• Attention deficit hyperactivity disorder (ADHD):There may be attention problems and impulsivity without the repetitive patterns characteristic of autism.

Early anxiety or trauma: In some cases, lack of response or isolation may be related to difficult emotional experiences.

Recommendations for kindergarten teachers:

• Observe with empathy: Every child is unique. Instead of labeling, it’s important to observe respectfully and take note of repeating patterns.
• Communication with the family: Share observations sensitively, highlighting both achievements and areas of concern.
• Promote inclusion: Ensures each child participates at their own pace, adapting activities to their needs.
• Create predictable routines: Routines provide security. For children with developmental difficulties, this reduces anxiety.
• Balanced multisensory stimulation: Avoid overstimulation, but offer activities that invite the child to explore with the senses.
• Continuing education: Learn about child development, early warning signs, and strategies to support all children.

Detecting early signs doesn’t mean diagnosing, but rather opening the door to appropriate support. Daycare teachers play a key role: they are often the first adults outside the home to observe a child in social interaction. Their sensitivity, preparation, and collaboration with families can make a huge difference in that child’s journey.

Contribution by GOOD HANDS DAYCARE CENTER LLC

Recommendations for kindergarten teachers based on local resources:

• Know the criteria for early referral: Be alert for signs such as speech delays, lack of social interaction, or repetitive behaviors, and contact the programBirth to 3in case of suspicion.
• Supporting families empathetically: They can inform you about free services such asNext Step Clinicand refer to programs such asPenfield Early InterventiontheCenter for Child Development.
• Collaborate with local specialists: AIM and WEAP offer evidence-based therapies (such as ABA) that allow for the integration of support plans into the educational context.
• Participate in continuing education: WI FACETS offers free workshops and resources to understand educational rights, classroom accommodations, and how to navigate the healthcare/disability system.
• Creating supportive classroom environments: Apply sensory strategies, predictable routines, and inclusion on an individual basis, complementing interventions at home.

Contribution by GOOD HANDS DAYCARE CENTER LLC