At the Yale Center For Dyslexia And Creativity, researchers asked college students with dyslexia what to do in order to succeed and thrive in higher education, and their answers could put your mind at ease if you’re planning to attend college. A few of their best tips include:​

• Use your time wisely. Along with asking for extra time on tests, students with dyslexia may benefit from breaking up large assignments into smaller parts, asking for short-answer tests instead of multiple choice exams, and planning ahead for upcoming projects.

• Make studying simple. Finding a quiet place to study to review notes and complete homework is essential. Remember that your notes only have to be understood by you; you can use doodles to illustrate concepts, make flash cards, color-code specific words, or draw out diagrams to create visuals for yourself. 

• Use technology. Take advantage of technology! You can listen to an audiobook while following along in your assigned book to make reading easier, use dictation programs to complete essays, and ask your professors if it’s OK to record their lectures so you don’t have to stress about taking notes.

• Don’t be afraid to ask for help. Having extra help from a tutor or from your college’s writing center might be essential for your success. Don’t feel ashamed to use these resources; they’re there for a reason.

No matter what career path you’re pursuing, there’s always going to be some reading and writing involved. Adults with dyslexia may also find it challenging to stay organized, remember important information, and manage their time while at work. However, there are some ways to manage your dyslexia and avoid getting overwhelmed in the workplace:​

• SQ3R. This acronym stands for “Scan, Question, and 3 R’s: Read, Remember, Review.” The system was created in 1960 and it makes it easier for people to read and understand documents. Basically, readers should first scan the page for important information, such as highlighted or bolded words, and then question what kind of information they should expect to get. After reading the full text, readers should write down key points, and read over the document a final time.

• Writing tips. If you need to write memos or other reports at work, you might dread it and be tempted to procrastinate. Instead, make a plan for your writing assignment, set deadlines for yourself, and organize your thoughts before writing. You may also find templates online for certain documents, like invoices or letters, to help you stay organized.

• Know how you learn best. Remembering important information can be difficult for adults with dyslexia, and stress or anxiety may make it worse. To retain information, you should know if you’re more of a visual learner and need to see how a process is completed, or if you prefer listening. You could also try using mnemonic devices to remember specific facts.  

• Organization advice. Dyslexia may cause you to be constantly running late or forgetting important times and details. To stay organized, make it a habit to write daily lists of tasks you need to complete. You can even set reminders or alarms on your phone so you know when you need to go to a meeting or turn in a report. 

Dyslexia affects about 1 out of 10 individuals, yet many adults have never been diagnosed. They may have done well hiding their dyslexia throughout their school years, or only had mild symptoms. When those with dyslexia get older, most have developed strategies to help them read and write, but they may deal with other symptoms such as:​

• Confusing right and left, or have other troubles with spatial reasoning. 

• Feeling unfocused or experiencing visual problems while reading.

• Rarely reading for pleasure.

• Confusing similar words or letters while reading or writing.

• Difficulty transcribing messages or writing reports.

• Experiencing memory problems.

If you believe you could have undiagnosed dyslexia, visit your doctor for an assessment.

It’s estimated that 5-10% of students have some symptoms of dyslexia, but signs may go unnoticed until the child begins school. A teacher might even be the first one to notice dyslexic symptoms in your child! For grade school students, common signs include:​

• Reading slowly.

• Difficulty pronouncing unfamiliar words.

• Writing letters or numbers backwards.

• Trouble relating letters to the sounds they make (such as “em” for “M”).

• Avoiding reading out loud.

• Misspelling words.

• Difficulty with reading comprehension.

• Complaining of letters blurring or jumping around on the page.

In some cases, signs of dyslexia may appear as early as preschool or kindergarten. Because dyslexia can affect language skills, some toddlers may not learn how to speak as quickly as other children. Other signs to look for in preschoolers include:

• Not understanding or recognizing rhyming patterns.

• Trouble learning or remembering the alphabet.

• Mispronouncing familiar words.

• Difficulty recognizing letters.

It’s important to have testing done by a professional if you believe your child might have undiagnosed dyslexia. Either a private psychologist or your child’s school psychologist can perform an evaluation and give you an accurate diagnosis, treatment options, and other information. If your child is diagnosed with dyslexia, here are some ways you can help:​

• Read often. There are many ways to encourage your child to read more. For example, try playing an audio book and have your child follow along in their own copy of the book. You could also take turns reading together, ask your child questions about the stories or characters, and make sure your child spends time reading both quietly and out loud.

 

• Work with your child’s school. Sometimes you might have to check in to make sure your child is getting the support they need at school. Try to set up a system of tracking your child’s progress with their reading and writing skills.

 

• Use technology. When your child begins moving up through elementary school, show them helpful ways to utilize the internet. Technology such as online dictionaries, spell-check, and text-to-speech software can make writing papers much easier and less time-consuming for them.

 

• Organize. It can be difficult to stay organized for a child with dyslexia, so helping them set up simple organization systems, like color-coding their subject folders, can be really useful for them. You could also set alarms or reminders on their phone!

 

• Be patient. It can be hard to understand dyslexia for those who aren’t diagnosed with it. Be sure to praise your child for accomplishments, but also remember to encourage them when they’re upset about a bad grade. 

If you’re hesitant to bring your young child in for an evaluation, psychologists recommend that it’s better to intervene early before your child risks failing classes or falling behind in school. Noticing signs early in childhood and having them tested has three important benefits:

• An accurate diagnosis. During the evaluation, other possibilities for reading or writing difficulties will be eliminated. Having a clear diagnosis is the first step to helping your child learn how to manage and decrease their symptoms.

 

• Program planning. Your child may require special instruction to build up their reading and spelling skills. An evaluation will show you which areas your child excels at and which areas need a bit of extra help.

 

• Documentation. Having documentation of your child’s dyslexia can determine eligibility for special education, and will allow your child to have extra time to complete exams, such as the ACT, in the future. Documentation can also show your child that it’s OK to ask for accommodations in the classroom and that having dyslexia is nothing to be ashamed about.

For assistance with your child’s educational goals, please visit Dr. Syras Derksen today.

By:  Dr. Syras Derksen
Registered Psychologist

As a parent, you’re the biggest influence on your child. It’s important that you show interest in how their day at school went, but more importantly, keep a consistent routine for your child. Make sure they eat nutritious meals, get enough sleep, and have time to play. No child will be able to focus properly in school if they’re hungry, tired, or hyper. Other ways you can help include:​

• Attend school events such as back-to-school night and parent-teacher conferences to gain insight about your child’s learning difficulties from their teachers.

• Create a quiet area in your house for your child to do homework. 

• Be available to help clarify questions about homework, but do not give your child the right answers or do the work for them. 

• Volunteer at your child’s school as a classroom assistant or be a chaperone on field trips. However, it’s important to take your child’s opinions into account for this; if they feel uncomfortable when you’re involved in their class, it can hurt, but you can always join the PTA or simply attend your child’s school plays or concerts.

• Help them stay organized by creating a daily to-do list, color coding their subject folders, or by using another organization method.

If your child resists help from you or you feel like they need extra assistance, many parents look into after-school options. Depending on your child’s difficulties or needs, there are a few different options for after-school support:​

• Tutor. A tutor specializes in a specific subject, so they’re ideal if your child is having difficulty in a certain academic area. They can explain concepts to your child one-on-one in greater detail, help them practice skills, and answer questions.

• Homework helper. If your child is very bright and does well on tests but struggles with completing their homework, a professional homework helper can help by setting structured times for your child to work. Once it becomes a routine, parents typically take over this role. 

• Educational therapist. If your child is struggling to keep up with his classmates, an educational therapist can work with them to develop skills, provide individual attention, and encourage your child’s strengths. Educational therapists are professionals who often have a background in psychology, speech-language therapy, or special education.

It’s estimated that about 30% of school-age children struggle on some level with reading or learning, and 7% of these students become diagnosed with learning disabilities. They can be difficult to notice because children might try to hide how much they struggle. However, some common signs of learning disabilities include:​

• Difficulty reading and/or writing.

 

• Problems understanding concepts, following directions or paying attention.

 

• Difficulty with math.

 

• Working at a slow pace.

 

• Clumsiness and poor memory.

 

• Trouble staying organized and telling time.

 

• Difficulty speaking or expressing thoughts.

 

• Impulsiveness or “acting out.”

If you suspect your child might have a learning disability, talk to your child’s doctor or psychologist. Only a professional can accurately diagnose your child, and they can refer you to resources that can help your child succeed.

Sometimes, a child’s difficulties in school can be directly caused by difficulty seeing the classroom board or hearing their teacher’s instructions. Auditory and vision problems can arise at any point in a person’s life, and children should get regular screenings from a pediatrician. Your child might simply need glasses in order to do better academically!

However, although some kinds of hearing problems are found when a child is a newborn, hearing loss can occur later in life due to exposure to loud noises, trauma, infections, or medications. 15 out of 1,000 children under age 18 have some degree of hearing loss, according to nurse Sue Griffard. If your child is found to have hearing problems, there are numerous ways to help them, such as cochlear implants, certain procedures or therapies, and training in sign language or lip reading.​

If your child is frequently upset or discouraged by his experiences in school, therapists are available to help them manage feelings, gain confidence, and develop healthy coping skills. Reach out to our experts at Oakville Wellness Center for more information and further assistance.

By:  Dr. Syras Derksen
Registered Psychologist

Children go through many rapid changes and developments during the first several years of their life, and each child will develop at their own pace. If your child is healthy and meeting other developmental milestones, there’s probably no reason to worry if they can’t get the hang of certain tasks as quickly as other children. To make sure your child is on track with their development, some of the basic fine motor skills a child should have by the time they turn 3 include:​

• Folding a piece of paper in half.

• Drawing straight lines and circles.

• Using scissors to cut across a piece of paper.

• Using a fork or spoon to eat.

• Buttoning large buttons.

• Putting on certain items of clothing.

• Building towers with more than 9 blocks.

• Turning single pages in a book.

• Holding a crayon or marker with the thumb and fingers.

It can take some time for children to learn all the different types of skills we usually take for granted, and some tasks can be harder to grasp than others. But if your child seems to be struggling with several different types of activities involving fine motor skills, it might be a sign of developmental coordination disorder, also known as dyspraxia. Signs of motor skill difficulties might not appear until your child is in preschool or kindergarten because these troubles often become more apparent in the classroom. Your child may struggle with activities such as: ​

• Tying their shoes or buttoning clothing.

• Holding a pencil properly.

• Writing or drawing neatly.

• Speaking and expressing themselves.

• Tasks involving good hand-eye coordination.

• Learning new fine motor skills.

• Typical age-appropriate tasks, such as getting dressed.

• Typing on a computer.

• Completing tasks involving fine motor skills due to easy fatigue.

Ongoing trouble with fine motor skills can lead to bigger problems as your child grows up. If your child is unable to write legibly or struggles to complete homework assignments because writing is too challenging for them, this may cause their grades and self esteem to suffer. They might compare themselves to their classmates and wonder why they’re not able to do the same activities as well. Therefore, it’s crucial to schedule an appointment with your child’s doctor if you suspect they might have a developmental coordination disorder. The doctor can give your child an accurate diagnosis, and will likely recommend occupational therapy or other resources to help your child succeed.

If your child receives a diagnosis of dyspraxia, rest assured that there are many treatment options for your child. Although there is no cure for this particular disorder, early intervention and treatment can help lessen your child’s difficulties with everyday tasks and improve their confidence. Some of these treatment options include:​

• Occupational therapy. Occupational therapists can help ease your child’s frustrations about certain tasks, such as writing. They’re able to take your child’s likes and interests into account to create enjoyable ways to practice their motor skills and break up difficult tasks into more manageable parts for your child to work on.

• Classroom accommodations. For children with fine motor skill difficulties, assistive technology like voice-to-text software can be especially helpful in the classroom. Your child’s teacher may also allow your child extra time to complete homework or make other accommodations.

• Equine therapy. Many children with dyspraxia have benefitted from therapeutic horse-riding. Equine therapy helps children improve their balance and coordination, but studies show that it also lifts the children’s moods.

• Speech-language therapy. Dyspraxia may cause difficulties with speech and writing skills, and a great speech-language pathologist can help your child make significant improvements in these necessary areas.

You should always encourage your child to do things involving fine motor skills on their own, but step in to help if your child becomes fatigued or overly frustrated. To make practicing their motor skills fun, you can do a variety of different activities at home with your child. Here are just a few fun ideas for you to consider:

• Play with Play-Dough or make slime.

 

• Try a color-by-number or paint-by-number activity for your child to practice coloring “in the lines” and holding a paintbrush. 

 

• Have your child help you in the garden.

 

• Make bracelets or necklaces.

 

• Play with blocks or Legos.

 

• Cut pictures out of old magazines and create a collage.

For more guidance, visit Oakville Wellness Center or Dr. Syras Derksen. 

By:  Dr. Syras Derksen
Registered Psychologist

When your child is screaming at you, staying calm can be a huge challenge. You might be tempted to start yelling as well, but clinical director Emily McNeil says that more yelling will do nothing but escalate the situation. McNeil says, "It's neurobiologically impossible for a child to be more regulated than his parent.” She offers a few tips for parents to keep their cool when handling hot-headed children:​

• Take care of yourself. If you’re neglecting your own basic needs by not eating well or sleeping enough, you’ll have less patience and energy to deal with your child. Talk with your partner or spouse to make sure both of you are getting the right amount of self-care and “me-time” so you can be at your best when dealing with your child.

• Create a mantra. McNeil says that staying calm in a chaotic environment is a skill that doesn’t come easily to anyone. You’ll need to be dedicated to practicing calmness. In order to do so, she suggests coming up with a phrase to repeat to yourself in frustrating situations, such as, “I will not yell at my child,” or “I can stay calm.”

• Get some space. Before responding to angry behavior from your child, take a moment to do some deep breathing, or if your child is old enough, leave the room until you’ve collected yourself.

• Empathize, then explain. Dr. Laura Markham says that parents should acknowledge their child’s feelings before setting the limit. For example, try to say, “I know you’re having fun playing and don’t want to leave, but we need to go home. Say goodbye to your friends and tell them you’ll see them tomorrow.”

Once you feel calm and collected, then you can start to effectively managing your child’s behavior and disciplining them appropriately. Many parents feel at a loss when it comes to disciplining their defiant child because they might simply ignore the parent’s instructions. To regain control of your child, school psychologist Rachel Wise shares some of her best advice that she’s utilized during her 18 years of work:

• Set expectations to earn rewards. Instead of punishing kids by taking away privileges or rewards, let them know what your rules are and then let them earn privileges for good behavior. Having them choose their rewards can also encourage them to follow the limits you set for them.

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• Give reminders. Let your child know when you expect them to complete a task. For example, give them a heads-up that they have ten minutes to finish their game and come down for dinner instead of asking them to come to the table as soon as the meal is served.

• Be empathetic. Acknowledging your child’s emotions will help your child feel understood and cared for, and they will be much more likely to follow through with your expectations.

• Give specific praise. All children want to be recognized when they do something well! If your child does well on a test, praise them for all the hard work and studying they did. Let your child know that their good behavior doesn’t go unnoticed.

• Offer choices. Giving your child options as often as possible allows your child to make a decision themselves instead of being told what to do. 

• Ignore tantrums. Stick to your rules, and don’t try to bribe your child or negotiate when they start acting out. Rachel Wise says that doing this only encourages this negative behavior.

• Know the right time to teach. In the midst of a tantrum, lecturing your child about their behavior isn’t very likely to work. Wait until later in the day when everyone has calmed down to bring up the behavior. McNeil suggests saying, “Something happened earlier that bothered me. What could we do differently next time?”

Occasional defiant behavior is to be expected when raising children. However, if your child has been having defiant behavior for months and they are easily annoyed, hostile, or argumentative, they might have a disorder known as oppositional defiant disorder, or ODD.

ODD is described as a constant pattern of “defiance, negativity, and hostility” that lasts for at least 6 months. Some signs of this disorder include frequent outbursts, excessive arguing, refusing to follow rules, and lying. If you believe your child could have ODD, talk with your child’s doctor to explore treatment options such as family therapy or parent management training.

By:  Dr. Syras Derksen
Registered Psychologist

Some people, and even other parents, can be quick to say that all kids have trouble sitting still and focusing. But these aren’t the only signs and symptoms of childhood ADHD. There is a wide range of symptoms ADHD can cause, including :​

• Impulsivity. 

• Defiance.

• Self-focused behavior, such as interrupting or having difficulty waiting their turn.

• Emotional outbursts or temper tantrums.

• Trouble organizing, initiating or completing tasks.

• Daydreaming and forgetfulness.

• Difficulty paying attention or staying focused.

While it is likely that most children will display these signs at some point, it is important to notice if your child is regularly displaying ADHD symptoms in different environments. For example, it makes sense if your daughter thinks math is boring and is prone to daydreaming in her algebra class. However, if she seems to be unfocused in most of her classes and while she is at home with family, this can be a sign of ADHD. 

Another sign of ADHD is that one or more of the listed symptoms is starting to impact your child’s life in a negative way. This can be shown through fighting with peers, falling behind in school work, forgetting to do assignments, or other events. If your child’s grades are beginning to slip or they’re getting in trouble with teachers for not completing their homework, it may be time to seek help from a psychiatrist or therapist.

As mentioned, emotional outbursts or temper tantrums can indicate ADHD. These meltdowns can cause your child to become angry, inconsolable, and defiant. While it is difficult for parents to watch their child become so upset, it is important to know why children with ADHD act out at certain times.​

• Repetitive or boring tasks can be very challenging for someone with ADHD, and it can be even more frustrating for them if they have to stop doing something fun or enjoyable to go do their homework or do their chores. 

• Dr. Anderson notes that along with impulsivity, children with ADHD find it “excruciating to wait,” and that they have trouble with delayed gratification. These would be the kids unable to wait for the second marshmallow in the famous Stanford marshmallow test.

• Unfortunately, children with ADHD may have more trouble making friends. This can be due to their lack of focus causing them to lose track of the conversation, constantly interrupting other kids while they’re talking, or impulsively yelling at others when they don’t get their way. In one study conducted at a boy’s summer camp, researchers noted children with ADHD were more likely to be disliked or ignored than boys without an ADHD diagnosis. Feeling lonely and unliked by peers can increase irritability and frustration in children with ADHD and this can lead to more outbursts or tantrums.

Professor and psychologist Tony Attwood says, ““I would say that between 10% and 25% of children diagnosed with ASD will not be classed as having the disorder as adults.” This can be due to early intervention or treatment, or it could have been a different condition than autism all along. In young children, potential signs of ASD may overlap with symptoms of other conditions and lead to misdiagnosis. Some conditions can include:​

• Developmental delays. When a child isn’t speaking or interacting similarly to other kids their age, this can be a sign of autism, or it might be caused by another condition such as Down syndrome. Sometimes, developmental delays may have no known cause.

• Psychological disorders. Obsessive-compulsive disorder (OCD), avoidant personality disorder, and other mental illnesses may cause a child to exhibit behaviors that look similar to symptoms of ASD.

• Sensory processing difficulties. Children with ASD may be over-sensitive to stimuli and not like loud noises, crowds, or bright lights. However, young children may have trouble processing sensory input without having ASD. 

• Intellectual disabilities. Sometimes, an intellectual disability may appear to be ASD when a child is very young because it can cause difficulties with language and learning.

• Genetic disorders. Some genetic disorders such as Fragile X Syndrome, Angelman Syndrome, and Rett Syndrome share many of the same symptoms as autism.

Dr. Epstein, a neuropsychologist and specialist in diagnosing ASD, believes that doctors need to have the full picture of the child’s behaviors and symptoms before making a diagnosis. She thinks the process should be a comprehensive assessment including:​

• Screeners or scales. There are a variety of questionnaires and screeners including the M-CHAT and the Ages and Stages Questionnaire that should be the first step in finding a diagnosis. These results alone shouldn’t be the sole reason for a diagnosis.

• ADOS. If your child receives a score that suggests it may be ASD, the next step is to have them evaluated by a professional. The ADOS, or Autism Diagnostic Observation Schedule, is a common test that helps evaluate the child’s behaviors.

• Interviews. It’s helpful for professionals to interview you and others who are close to your child, such as your child’s teacher.

• Cognitive testing. This type of test helps evaluators learn how a child thinks and solves problems, and can give more insight into that than the ADOS test.

If your child is found to have ASD, ask your child’s doctor about early intervention programs. These programs will help your child receive the help they need, and are usually highly successful in teaching children useful skills such as communicating with others, finding coping skills, and managing their behaviors. For more guidance on ASD-related issues, feel free to reach out to Dr. Syras Derksen.

​By:  Dr. Syras Derksen
Registered Psychologist

As your teen enters secondary school, they will likely face more challenges than their peers. Most people have common knowledge about how to navigate social situations and know what’s OK to discuss and what should remain private. Teens with autism may have more trouble fitting in because they don’t necessarily understand the social rules that seem like “common sense” to their peers. Along with communicating, teenagers with autism might face other challenges including:​

• Bullying. One study showed that middle and high school students with autism were bullied nearly 5 times more than their peers. Because children and teenagers with autism may come across as awkward when socializing or have seemingly strange behaviors or rituals, they can be an easy target for bullies. 

• Isolation. Over 40% of teens on the autism spectrum said that they never saw friends outside of school. Sicile-Kara says, “People think they don’t want to have friends, but they do.” Like most other teenagers, teens with autism to want to be accepted and liked, but it’s often more difficult for them to connect with their peers.

• Personal hygiene. As your teen begins going through physical changes, they might not understand why they need to shower more often or start shaving. It’s important to explain to them why good hygiene is necessary.

• More responsibility. Dr. Amy Keefer, a clinical psychologist, says that children with autism usually get the support they need during grade school, but that support can slowly disappear as they advance in their education. However, with the demands of secondary school, such as going to different classes, organizing homework, and following complex instructions, most teens with autism still require support with their education.

Beginning a new routine can be a turbulent and frustrating time for your teen. To help them transition into secondary school and make sure they continue receiving support, it’s recommended to create a transition plan. Depending on your child’s wants and needs, the plan may be more detailed, but the basic aspects of a plan include:​

• Discussing the plan with the school staff and teachers before your teen begins secondary school so they have time to accommodate for them.

 

• Visiting the school with your teen before school begins to show them where each class is held. If possible, have your teen meet their teachers and other school staff as well.

 

• Communicating to the school what supports your teen needs, and finding out who will provide the supports.

 

• Establishing how you and the school will communicate when your child begins school.

 

• Planning simple solutions to ease your teen’s anxiety. For example, if your teen gets overwhelmed in crowds, ask if they can have permission to leave class a few minutes early to avoid the loud, overstimulating hallways.

Secondary school comes with many challenges, but with the right support, patience, and understanding, your teen will excel and thrive. For more guidance, reach out to Dr. Syras Derksen.
​
By:  Dr. Syras Derksen
Registered Psychologist

Signs of autism may become noticeable when a child begins school because they tend to have difficulty with different aspects of socializing with others. A child with autism may have difficulty taking turns in conversations, reading the reactions of others, or having conversations about what others want to talk about. Other possible effects of autism in children include:​

• Speaking in an overly formal or monotone voice.

• Having highly specific or unusual interests.

• Difficulty making eye contact.

• Trouble “fitting in” with their peers.

• Not understanding the emotions or expressions of others.

• Being overly sensitive to stimuli such as loud noises or specific textures.

• Having repetitive or compulsive behaviors.

It can sometimes be difficult to notice autism in children if they appear to be doing well in school and don’t seem to have any symptoms that are typical of those on the autism spectrum. However, the onset of puberty, high school, and increased expectations of their achievements may cause the signs of autism to become more apparent. Some common signs of autism in teens include:​

• Difficulty understanding social cues.

• Sensory overload.

• Trouble expressing or identifying emotions.

• Being easily upset by change.

• Repetitive behaviors or compulsions.

• Being withdrawn or depressed.

• Difficulty adjusting their behaviors to different social situations.

• Trouble with sleeping.

• Anxiety or frustration, which may lead to aggressive behaviors.

If you think your child may be on the autism spectrum or dealing with a mental illness, it’s important to talk to a child psychologist who does autism assessments and your child’s doctor. The earlier a diagnosis is reached, the sooner your child can learn how to manage their symptoms, succeed in school, and communicate with others.

​If your child or teen is found to have autism, there are some ways you can help them adjust to school and other life changes. Try to go with your child to school about a week before classes begin. Show them where their classroom and bathroom is located, and walk around the school with them so they can be better prepared for the first day of school. Getting involved in your child’s school, such as joining the PTA, can help you get to know your child’s teacher and meet other parents who may also have children with autism. 

​Outside of school, therapy might be helpful if your child or teen is dealing with high levels of stress or anxiety, behavioral issues, or seems overwhelmed. A therapist can help them work through their emotions, find healthy coping mechanisms for stress, and provide an outlet for your child’s frustrations. Scheduling an appointment at Oakville Wellness Center can be simply done online, or you can call for more information.

By:  Dr. Syras Derksen
Registered Psychologist

Autism can cause some developmental delays in infants, so it Is important for parents to notice if their baby isn’t reaching certain milestones. For example, it is common for 12-month-old babies to laugh, make different facial expressions, and babble. It can be a cause for concern if your child turns a year old and hasn’t been displaying any of these behaviors. Recognizing signs of autism in infants doesn’t involve actively looking for symptoms, but rather noticing a lack of normal behaviors such as:

• Not making eye contact or smiling at you by the age of 3 months.

• Not laughing by 6 months old.

• Not mimicking facial expressions or sharing sounds back-and-forth by 9 months old.

• Not responding to their name, babbling, or pointing to objects by 12 months of age.

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• Not speaking any words by 16 months old.

Autism can cause a number of social, behavioral, and communication differences by the time your child reaches 3 years of age. Around this time, signs of autism can become more apparent when your child is around other kids their age, as they may not respond to other children at all, or they might have trouble noticing facial expressions. Social and communication differences in children with autism can include:​

• Not wanting to play “pretend” games.

• Not making eye contact.

• Difficulty recognizing emotions of others based on tone of voice and facial expressions.

• Echolalia, or repeating words or sounds.

• Being uninterested in making friends.

• Not wanting to start or continue conversations.

• Not pointing to objects or not paying attention when someone else is pointing at something.

Children with autism may have some noticeable behaviors by the time they are toddlers. These behaviors tend to be repetitive or obsessive, which can be difficult for parents to understand. Physical manifestations of autism, especially in young children, are typically ways for them to manage anxiety, block out unliked stimuli, or simply to pass the time. Some examples of these behaviors may include:

• “Stimming,” or self-stimulating behavior, such as rocking, hand flapping, and pacing.

• Being very sensitive to certain sounds, smells, or textures.

• Having a specific routine and becoming upset if it changes.

• Showing intense focus or fascination with specific activities or subjects.