Could it be Autism? – If you are worried about your child's development, there are some common characteristics that might be very noticeable or subtle signs as listed.

Autism is a neurological disorder which disrupts normal child development in the first few years of life. Symptoms are typically preset by the age of three, although sometimes these will be very subtle and diagnosis may not occur till some years later.

Autism is characterized by differences and delays in:

Communication – both verbal (understanding and using spoken language) and non-verbal (such as pointing and smiling). Children may have no speech, delayed speech, or rote and repetitive speech. They may be able to recite whole scripts from videos but be unable to have a two-way conversation.

Social Interactions – relating to other people and sharing emotions. Young children with autism don't share their experiences with you: they don't yell out 'Look at me, Mum' like typical kids. They usually play alone even when other children are around and often appear to lack awareness of others.

Routines and repetitive (or stereotyped) behaviours – such as repeating words (echolalia) or body movements (hand flapping, toe walking). Kids with autism often have a liking for sameness and will rigidly follow routines. They may place in an unusual way (lining toy cars up in a perfect line rather than playing imaginatively with them). Older children may talk obsessively about one topic. 'Autralian Autism Handbook (O'Reilly & Smith, p5, 2010)'

Autism is a spectrum disorder or condition that affects children differently. All children on the spectrum display variations of the three points above but severity and occasion can be different for each child. It is a myth to say all children on the spectrum don't like to be touched, don't smile, can't talk, however it is true for some. A proper diagnostic test will place the child on the spectrum. This does not mean that with intervention the child will not move along the spectrum. As Tony Attwood says 'If someone has a collection of toilet brushes through the ages in most countries they are sent off for psychological help. In the UK, they send out the BBC do film a documentary.' Tony says 'some people can move all the way through the spectrum to become British!'  There is a real chance for major improvement for children with early intervention and therapies.

The paediatrician is the best place to start. Get a referral from the GP to see your child's peadtrician. Insist on a referral, if there is nothing wrong, you have peace of mind. If there is something wrong the family can access funding and services and get help for your child. With a paediatrican's referral there is a wide range of access to help.

List of signs and red flag from QLD Health

http://www.health.qld.gov.au/rch/professionals/brochures/red_flag.pdf

The beauty of this Red Flag system (introduced by Queensland Health) is it empowers parents when they are with a health professional to say 'there is something wrong with my child'. The brochure states in large red letters at the bottom Professionals – REFER EARLY – do not wait. This is a real step forward for families so that the community attitude of 'just wait and see' and 'they might grow out of it' will hopefully disappear. If there is something wrong, the family can get help and SOON. This can save much angst in the future, as time is very critical in the early years. Early intervention programs have proven to help children on the Autism Spectrum.

Autism Spectrum – What does spectrum mean?

Autism Spectrum indicates that there is a variation of severity for each diagnosis name in the range of autism. In other words not all children with autism have the same set of challenges. Each child within the range will be different also. No two children with autism are the same, which is why there is not a one type of intervention that will suit all children.

Irrespective of the diagnosis or where they fit on the spectrum, each child or adult diagnosed with an Autism Spectrum Disorder is developmentally delayed, has significant difficulties participating in day-to-day life and requires sensitive understanding and specialist support and intervention.

PDD – Pervasive Developmental Disorder – Not otherwise Specified (PDD-NOS)

Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) is the diagnosis given for children who present with some of the characteristics of either Autism or Asperger Syndrome, but not severe enough for a diagnosis of either of these conditions. In the ICD 10 and previous editions of the DSM this diagnosis was referred to as Atypical Autism.

Autism

In Autism the impairments in the social and communication areas are severe and sustained and clearly present before the age of three years. The child is often anxious, has poor attention and motivation, responds unusually to many different stimuli and is observed as being 'different' from other children. Speech is delayed, or largely absent. A strong reliance on routine is apparent, and the child can have a range of ritualistic behaviours such as toe walking, hand flapping and finger gazing. The child/adult with autism may also be intellectually disabled. Sometimes, clinicians will refer to Classic Autism or Kanner Autism. This is because they believe the child or adult fits the early descriptions of Autism published by Dr Leo Kanner in the 1940's.

High Functioning Autism

High Functioning Autism is a loosely used term (not defined in the diagnostic criteria) to describe a child or adult who meets the criteria for a diagnosis of Autism, but is not as severely affected as the more classically autistic person.
www.autismvictoria.org.au

Rett's Syndrome

Rett's syndrome is a neurodevelopmenal disorder that affects girls almost exclusively. It is characterized by normal early growth and development followed by a slowing of development, loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, problems with walking, seizures, and intellectual disability.

The course of Rett's syndrome, including the age of onset and the severity of symptoms, varies from child to child. Before the symptoms begin, however, the child generally appears to grow and develop normally, although there are often subtle abnormalities even in early infancy, such as loss of muscle tone (hypotonia), difficulty feeding, and jerkiness in limb movements. Then, gradually, mental and physical symptoms appear. As the syndrome progresses, the child loses purposeful use of her hands and the ability to speak. Other early symptoms may include problems crawling or walking and diminished eye contact. The loss of functional use of the hands is followed by compulsive hand movements such as wringing and washing. The onset of this period of regression is sometimes sudden.

Apraxia — the inability to perform motor functions — is perhaps the most severely disabling feature of Rett syndrome, interfering with every body movement, including eye gaze and speech.

Children with Rett's syndrome often exhibit autistic-like behaviors in the early stages. Other symptoms may include walking on the toes, sleep problems, a wide-based gait, teeth grinding and difficulty chewing, slowed growth, seizures, cognitive disabilities, and breathing difficulties while awake such as hyperventilation, apnea (breath holding), and air swallowing. National Institute of Neurolgical Disorders & Stroke National Institute of Neurolgical Disorders & Stroke www.ninds.nih.gov (U.S.)