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including “pervasive developmental
disorder-not otherwise speci ed”
(PDD-NOS) and Asperger syndrome.
Of course, all young children are
developing cognitive, language, and
social-emotional skills as they grow. Even
typically developing infants and toddlers
must learn over time to manage transitions,
engage in meaningful interactions with
adults, and use their imaginations. Still, it
is helpful to recognize some of the red ags
associated with ASDs. Remember that in
isolation many of these behaviors are typical
in young children. However, a pattern
of these unusual behaviors, persistent use
of these behaviors over time, or impaired
communication or social skills are causes
for concern. As you observe children, you
should both trust your instinct and use
your knowledge of typical development to
identify possible concerns. Now let’s take
a look at some of the behaviors and symptoms
common to ASDs.
In comparison to their same-age
peers, a young child with an ASD may…
• Have trouble relating to others or not
have an interest in other people at all.
• Avoid eye contact and want to be alone.
• Prefer not to be held or cuddled.
• Have unusual trouble expressing her
needs using typical words or motions.
• Appear to be unaware when other people
talk to him but respond to other sounds
(for example, a child might not answer to
his name but may look up when he hears
an airplane in the sky).
• Repeat actions over and over again in a
persistent or obsessive way, o en without
obvious purpose (for example, icking
ngers or rocking back and forth).
• Have extreme trouble adapting when
a routine changes.
• Have unusual reactions to the way
things smell, taste, look, feel, or sound.
• Not smile on his own by 5 months
or laugh by 6 months.
• Not try to attract attention through
actions by 7 months.
• Show no interest in games of
peek-a-boo by 8 months.
• Repeat or echo words or phrases said
to her, in ways unlike same-age peers,
or repeat words or phrases in place of
normal language (echolalia).
• Have other language delays (for example,
no single words like “mama” or “dada”
by 12 months, or no words by 18 months).
• Not look at objects when another person
points at them by 12 months.
• Not play pretend games (for example,
pretending to feed a doll) by 24 months.
• Not point at objects to show interest
by 24 months.
• Lose skills he once had (for instance,
a child may stop saying words he was
once using).
Sta in Head Start programs are
uniquely able to support families in identifying
developmental concerns, accessing
early intervention, and implementing
service plans related to ASDs. Head Start
professionals who work with the youngest
children and their families develop relationships
that allow ongoing observation
and discussion about child development.
Sta also conduct formal screenings and
ongoing assessment of children, as required
by the Head Start Program Performance
Standards, and recognize early warning
signs of developmental delay. When sta
members act early on concerns and talk
with parents about what they see, children
are able to bene t from the earliest intervention.
Young
Ones
What you can do:
Program directors and managers
Providing comprehensive developmental
services includes supporting families as
developmental concerns are identi ed,
diagnoses are made, and services are
implemented in your inclusive setting. To
support families and sta and to help set
a positive tone during what is likely to be
an emotionally challenging time, create an
atmosphere that promotes the following:
• A sound understanding of development:
Head Start sta members need
to have a strong foundation in typical
infant-toddler development. With this
knowledge and the screening and ongoing
assessment required by the Head
Start Program Performance Standards,
sta members can help families identify
potential delays and concerns at the
earliest opportunities. Because children
with ASDs sometimes lose skills they
once had, documentation is especially
important.
• Observation: In their ongoing work
with families, Head Start sta members
have the opportunity to observe children
develop over time. Talk with sta about
the importance of careful observation,
encourage them to talk about what they
observe, and help them evaluate and
contemplate their observations.
• Strong relationships among sta , families,
and children: Healthy relationships
enable sta to observe children’s behavior,
deliver appropriate curriculum, and
provide information about screening and
assessment to families. As an administrator,
it is crucial that you recognize that
identifying a delay or a disability like
autism can raise many complex issues for
families and sta alike. O er information
on sharing screening results with
families and supporting them through
THE MAGAZINE OF THE NATIONAL HEAD START ASSOCIATION Back-to-School 2008 CHILDREN AND FAMILIES 57