Best Ways to Spot Nonverbal Autism Clues

1. Limited Eye Contact

One of the most recognizable early signs of nonverbal autism is limited or absent eye contact. From infancy, many children with autism may avoid meeting the gaze of parents, caregivers, or peers. This behavior is not a sign of defiance or disinterest, but rather reflects underlying neurological differences in how social cues are processed. Researchers have found that the brain regions responsible for interpreting faces and managing social attention work differently in individuals with autism, resulting in less motivation or ability to maintain eye contact.
Caregivers might notice that their child rarely looks at their face during feeding, play, or when being spoken to. Instead, the child may focus on objects, lights, or other parts of the environment. Even during important moments—such as joint activities, smiling, or calling their name—children with nonverbal autism often do not reciprocate eye contact. This can make interactions feel disconnected or one-sided.
Recognizing limited eye contact as a possible clue can encourage families to seek a developmental evaluation sooner, supporting early intervention. For more on this, see the Autism Speaks guide to signs of autism.

2. Unusual Facial Expressions

Atypical or flat facial expressions are another significant nonverbal clue that may indicate autism. While most children instinctively smile, frown, or show surprise in response to different situations, children with nonverbal autism often display a limited range of facial emotions. Their expressions may appear blank, neutral, or mismatched to the social context—such as not smiling back when a caregiver smiles or showing little visible excitement during play.
Neurologically, this can be traced to differences in the brain’s social communication networks, which influence both the recognition and display of emotions. Instead of mirroring the emotional cues of others, these children may remain expressionless, even when surrounded by laughter or engaging activities. In some cases, expressions might seem exaggerated or fleeting, making emotional states harder to interpret.
Caregivers should pay attention if a child rarely shows facial changes or if their expressions do not correspond with what is happening around them. Persistent flatness or unusual expressions—especially when paired with other developmental differences—may warrant further evaluation. For more insight, visit the National Autistic Society’s guide to signs of autism.

3. Lack of Gestures

A defining feature of nonverbal autism is the absence or infrequent use of gestures such as pointing, waving, or nodding. In typical development, young children use gestures as a primary means of communication before they acquire spoken language. Pointing to objects of interest, waving hello or goodbye, or raising their arms to be picked up are all common, nonverbal ways children connect with others and express their needs.
Children with nonverbal autism, however, may seldom use these gestures or might use them in unusual ways. This occurs due to disruptions in the neural circuits that coordinate nonverbal communication and social intent. As a result, many children with autism find it challenging to use body language to draw attention, share experiences, or seek help.
Caregivers might notice that their child does not reach toward toys, fails to point when interested in something, or does not wave in greeting. These differences are distinct from simple shyness or personality and can help differentiate nonverbal autism from other developmental patterns. For further reading, the CDC’s Signs and Symptoms of Autism Spectrum Disorders page provides additional details and examples.

4. Delayed or Absent Response to Name

A delayed or absent response to one’s name is a well-documented early indicator of nonverbal autism. Typically developing children will turn, make eye contact, or otherwise acknowledge when their name is called by a familiar voice. In contrast, children with nonverbal autism may not react at all, or their response may be inconsistent and delayed, especially in distracting environments.
This pattern isn’t usually due to hearing loss. Instead, it’s often rooted in sensory processing differences and challenges in social attention. The brain may not prioritize or filter the sound of a name as important, leading to missed social cues. Some children may seem deeply absorbed in their activities, further masking this sign.
To observe this clue, caregivers can try calling the child’s name from different distances, tones, or during various activities. If the child rarely or inconsistently responds, even after multiple attempts, it may signal a need for further evaluation. For additional information on this sign and its significance, visit the Eunice Kennedy Shriver National Institute of Child Health and Human Development resource on autism signs.

5. Repetitive Body Movements

Frequent, repetitive body movements—such as hand-flapping, rocking, spinning, or finger-flicking—are hallmark behaviors in many children with nonverbal autism. Unlike typical fidgeting, these actions are often rhythmic, sustained, and seem to serve a specific internal need rather than responding to the external environment. These behaviors, known as “stimming” (short for self-stimulatory behaviors), are believed to help regulate sensory input or manage anxiety.
Neurologically, repetitive movements are linked to differences in the brain’s sensory and motor circuits. For individuals with autism, these motions may provide comfort, relieve stress, or help them cope with overstimulation or unfamiliar situations. The behaviors can be highly individualized—one child may spin objects for long periods, while another might bounce or rock in place.
Caregivers should note if these movements are intense, occur frequently, and persist even when the child’s environment changes. Unlike ordinary restlessness, stimming in autism tends to be more pronounced and difficult to interrupt. Parents seeking more guidance can refer to the Autism Speaks resource on stimming behaviors for further details and examples.

6. Atypical Reactions to Sounds

Children with nonverbal autism often demonstrate unusual or extreme responses to everyday sounds. These may include covering their ears, appearing startled by routine noises, or, conversely, seeming oblivious to loud sounds that others notice. Such responses go beyond simple annoyance; they reflect differences in how the brain interprets and processes auditory input.
Sensory processing challenges are a core feature of autism spectrum disorder. The nervous system may become either overly sensitive (hypersensitive) or less responsive (hyposensitive) to sounds, leading to reactions that seem out of proportion or disconnected from the situation. For example, a child might panic at the sound of a vacuum cleaner or siren, or fail to react when a door slams nearby.
When these atypical reactions are persistent and interfere with daily life, they may signal a need for autism screening. Caregivers should observe the child’s behavior in various environments and note any patterns. The Autism Research Institute’s overview of sensory processing provides further insight into how these reactions can help identify autism in nonverbal children.

7. Highly Focused Interests

Another common clue in nonverbal autism is the presence of highly focused or intense interests in specific objects, topics, or activities. While all children go through phases of fascination, those with autism may exhibit unusually persistent or exclusive attention to a narrow subject. For example, a child might spend hours watching spinning wheels, lining up toys, or fixating on a particular pattern or texture, seemingly to the exclusion of everything else.
This intense focus is neurologically linked to differences in reward processing and attention networks within the brain. Unlike typical curiosity, which is broad and changes frequently, the interests of autistic children are often deeply absorbing and can be difficult to redirect. These patterns can sometimes become a source of comfort or predictability in an otherwise overwhelming world.
Recognizing these behaviors as more than just quirky habits is valuable for early detection. Caregivers should note if their child’s interests are unusually repetitive, specific, or resistant to change. The CDC’s guide to autism signs and symptoms offers more on how these focused interests fit into the diagnostic picture.

8. Unusual Attachment to Objects

Many children form attachments to comfort items like blankets or stuffed animals, but children with nonverbal autism often display unusually strong or persistent attachments to specific objects. These items might be unconventional—such as a piece of string, a household item, or a particular toy part rather than the whole toy. The relationship can be intense, with the child insisting on carrying, holding, or focusing on the object throughout the day.
Unlike typical childhood attachments, which tend to shift over time and serve as sources of comfort, autistic attachments can seem rigid and resistant to change. Attempts to remove or substitute the object may lead to distress or emotional outbursts. This behavior is believed to be linked to a need for predictability or sensory satisfaction, providing a stable anchor in an often overwhelming world.
Caregivers should be alert if a child’s attachment to an object appears extreme, interferes with social interaction, or dominates daily routines. Understanding this difference can be a valuable clue for early identification. For more information, see the National Autistic Society’s resource on attachment to objects.

9. Lack of Imitation

A notable sign of nonverbal autism is a lack of imitation. In typical development, children naturally copy the actions, gestures, or sounds of those around them, which plays a vital role in learning language, social skills, and even motor abilities. Mimicking a wave, clapping hands, or echoing simple sounds are all foundational steps in a child’s development.
Children with nonverbal autism, however, often have difficulty imitating others—or may not try at all. This can stem from neurological differences in the brain’s mirror neuron system, which helps us observe and replicate the behaviors we see. As a result, these children may not pick up social cues or learn new skills in the usual way.
Caregivers can spot this clue by modeling simple actions or noises—such as blowing kisses, banging blocks, or making funny faces—and watching for any attempt to mimic. If a child persistently does not imitate, especially when encouraged or prompted, it may be an early sign of autism. For more information, visit the Autism Speaks guide to early signs of autism.

10. Not Sharing Enjoyment

An often-overlooked sign of nonverbal autism is the absence of joint attention, which refers to the social sharing of enjoyment, interests, or experiences. In typical development, children point to objects, look back and forth between a toy and a caregiver, or bring items to others to share excitement. These moments—called “showing” or “joint engagement”—are early building blocks for social communication.
Children with nonverbal autism may not engage in these behaviors. They might play alone, become absorbed in activities without seeking to involve others, or fail to show objects of interest to caregivers. This lack of shared attention is more than shyness; it reflects differences in social motivation and awareness. The child may miss out on opportunities to connect, which can impact language learning and relationship building.
Caregivers should observe whether a child tries to involve others in their discoveries or pleasures. If a child rarely seeks to share, display, or point out something they enjoy, this can be a significant red flag. For more on joint attention and its importance in early autism detection, see the CDC’s overview of autism signs.

11. Unusual Body Postures

Children with nonverbal autism sometimes display unusual or rigid body postures that stand out from typical movement patterns. These may include walking on tiptoes for extended periods, holding their arms or fingers in peculiar positions, or maintaining a stiff, unmoving stance during play. Such postures are not random; they reflect differences in sensory processing and motor planning within the nervous system.
Neurologically, these behaviors are linked to atypical development of the brain’s motor circuits and sensory integration pathways. This can make it challenging for children to coordinate smooth, flexible movements or to feel comfortable in a relaxed pose. Often, these postures serve a self-regulatory purpose, helping the child manage sensations or anxiety.
Caregivers can observe for postural rigidity by noting if a child frequently stands, sits, or moves in ways that seem awkward or repetitive, or if they resist changing position. Chronic toe-walking, stiff limbs, or holding objects in unusual ways are all potential clues. For further details and guidance, consult the Autism Speaks resource on motor skills and autism.

12. Unresponsive to Social Smiles

A subtle but telling clue in nonverbal autism is a lack of response to social smiles or playful gestures. Typically developing children are naturally drawn to faces and often smile back when someone grins at them or makes a silly face. These shared social exchanges are crucial for emotional bonding and early communication.
Children with nonverbal autism, however, may not return a smile or react to playful cues, even with familiar caregivers. The absence of this “social reciprocity” can make interactions feel one-sided. Neurologically, this difference is linked to how the brain processes facial expressions and social signals, making it harder for the child to recognize or mirror emotional cues.
Caregivers can watch for this sign during daily routines—such as smiling at the child, making funny faces, or engaging in peek-a-boo games. If the child rarely or never reciprocates, or seems uninterested in facial expressions, it may be a sign worth further investigation. For more information on social communication differences in autism, see the Eunice Kennedy Shriver National Institute of Child Health and Human Development overview.

13. Difficulty Understanding Nonverbal Cues

Another key clue in nonverbal autism is difficulty interpreting nonverbal cues from others, such as gestures, facial expressions, or tone of voice. Most children instinctively pick up on these subtle signals, allowing them to gauge emotions, intentions, or when someone is joking. However, children with nonverbal autism often struggle to read these cues, which can create barriers in social interactions.
This challenge is rooted in neurological differences affecting social perception and processing. A child may not recognize when someone is upset, ignore pointing or waving, or fail to notice a welcoming smile. As a result, they can appear indifferent, unresponsive, or out of sync with social expectations, even though they are not intentionally ignoring others.
Caregivers might observe that their child does not follow gestures meant to direct attention, or doesn’t seem to notice when someone is sad or happy. These difficulties can hinder friendships and classroom participation. For more detailed information on this aspect of autism, see the CDC’s signs and symptoms of autism resource.

14. Unusual Gaze Patterns

Children with nonverbal autism sometimes display unusual gaze patterns that set them apart from typically developing peers. Rather than making direct eye contact or scanning a scene as expected, these children may look at people or objects out of the corners of their eyes (side glancing), focus intensely on small details, or avoid looking at faces altogether. Sometimes, they appear to look “through” people rather than at them, which can make interactions seem distant or disconnected.
These atypical gaze behaviors are neurologically rooted in differences in visual processing and social attention networks in the brain. Such patterns may be the child’s way of coping with overwhelming visual information or discomfort with direct social engagement.
Caregivers can notice these gaze differences during play, mealtimes, or group settings. If a child consistently avoids looking at faces, uses peripheral vision, or seems fixated on particular visual features, it may be a significant clue for autism screening. For more information on how gaze patterns can help with diagnosis, see the Spectrum News article on sideways glances and autism.

15. Avoidance of Physical Contact

Many children with nonverbal autism demonstrate a noticeable avoidance of physical contact, such as resisting hugs, cuddles, or even gentle pats on the back. While some children are naturally less affectionate than others, children on the autism spectrum may become visibly uncomfortable, pull away, or even react negatively when touched. This reaction is closely related to sensory sensitivities that are common in autism spectrum disorder.
The nervous system of an autistic child often processes tactile sensations differently, making certain types of touch feel overwhelming, unpredictable, or even painful. As a result, what may feel comforting or neutral to most children can be distressing for those with heightened sensory awareness.
Caregivers should observe whether a child consistently withdraws from touch, shies away from physical affection, or reacts with distress during routine activities like dressing or grooming. These patterns, especially when combined with other communication or social differences, may signal the need for further evaluation. For more on sensory sensitivities and autism, visit the Autism Speaks overview of sensory issues.

16. Unusual Walking Patterns

Children with nonverbal autism may exhibit unusual walking patterns, most commonly toe-walking or moving with stiff, awkward strides. While toe-walking can be a phase in early childhood, persistent or pronounced patterns beyond age two or three often signal an underlying neurological difference. These movement peculiarities are tied to atypical development of the brain’s motor and sensory pathways, which can affect balance, coordination, and the way the body senses movement.
Toe-walking, for instance, may provide certain sensory feedback that feels more comfortable to a child with autism, or it may be a response to sensory overload from the environment. Similarly, stiff or robotic movements can reflect challenges in motor planning or body awareness. These patterns stand out from the fluid, varied movements seen in typically developing children.
Caregivers should take note if a child consistently walks on their toes, moves with rigidity, or struggles with balance and coordination beyond the toddler years. Persistent walking differences, especially when combined with other social or communication delays, warrant further evaluation. The Johns Hopkins Medicine resource on autism and toe-walking offers additional insight.

17. Difficulty with Transitions

A common but sometimes overlooked clue in nonverbal autism is difficulty with transitions—the process of moving from one activity or environment to another. Many children on the autism spectrum strongly prefer routines and predictability. Sudden changes, even in seemingly minor daily events like switching from playtime to mealtime, can cause significant distress or emotional outbursts.
This heightened need for sameness is rooted in the way the autistic nervous system processes change and novelty. Unfamiliar situations or interruptions in routine can feel confusing or overwhelming, making it difficult for the child to adapt smoothly. In daily life, this might look like tantrums when asked to stop a favorite activity, resistance to new foods, or anxiety before leaving the house.
Caregivers may notice that strategies such as visual schedules, countdowns, or advance warnings can help, but transitions still remain challenging. Consistent distress during changes, especially when paired with other communication or social difficulties, should prompt consideration of an autism evaluation. For more on routines and transition support, see the National Autistic Society’s advice on routines and transitions.

18. Lack of Social Reciprocity

A significant indicator of nonverbal autism is the lack of social reciprocity—the natural give-and-take that characterizes typical social interactions. In early development, children engage in back-and-forth exchanges, such as taking turns during play, responding to a smile, or initiating simple games like peek-a-boo. Even without words, these patterns reflect an awareness of and interest in others.
Children with nonverbal autism, however, may not participate in these reciprocal interactions. For instance, they might not hand a toy back and forth or respond to a caregiver’s playful gestures. In conversation, they may not use nonverbal signals—like nodding or looking expectantly—to indicate understanding or interest. Their play might appear solitary, repetitive, or disconnected from what others are doing.
Caregivers can observe for signs such as a child not returning a wave, failing to respond when someone shares excitement, or showing little interest in turn-taking activities. Consistent absence of these social exchanges can be a strong clue for autism. For further discussion on social reciprocity and its importance in autism, see the CDC’s guide to autism signs and symptoms.

19. Unusual Vocalizations

Children with nonverbal autism may produce unusual vocalizations such as humming, grunting, shrieking, or making repetitive noises without forming words. These sounds often serve a purpose for the child, such as self-soothing, expressing excitement or frustration, or managing sensory input. Unlike typical babbling, these vocalizations are not attempts at communication with others, but are often self-directed or occur without apparent social context.
The origins of these sounds can be traced to differences in sensory processing and neural pathways involved in speech and language. Because verbal communication is challenging, children may rely on these non-speech sounds to fulfill sensory or emotional needs. The vocalizations may be rhythmic, persistent, or triggered by specific situations, and often stand out from the typical range of early childhood noises.
Caregivers should observe if the child frequently makes these sounds, especially if they seem unrelated to attempts at communication or occur in repetitive patterns. Persistent or intense non-speech vocalizations, especially when combined with other developmental concerns, may indicate the need for further assessment. For more information, refer to the Autism Speaks overview on speech and communication.

20. Repetitive Use of Objects

A classic clue of nonverbal autism is the repetitive use of objects in ways that are distinct from typical play. Children may spend long periods spinning the wheels on a toy car, lining up blocks or crayons in perfect rows, or repeatedly opening and closing doors or drawers. These actions are performed with a consistency and focus that sets them apart from ordinary exploration or experimentation.
This repetitive behavior is rooted in the way the autistic brain processes sensory information and seeks predictability. The motions or arrangements may provide comfort, sensory stimulation, or a sense of order in an otherwise unpredictable environment. Unlike imaginative play, which evolves and changes, these activities are usually rigid, persistent, and difficult to interrupt.
Caregivers should observe if a child seems fixated on organizing objects in a particular way or if play revolves around repetitive motions rather than social or pretend themes. These patterns are considered significant when they dominate playtime or interfere with learning and social interaction. For more on repetitive behaviors and their link to autism, see the CDC’s signs and symptoms of autism.

21. Lack of Interest in Peers

A lack of interest in peers is a key social difference often observed in children with nonverbal autism. While most young children are naturally curious about others, seek out playmates, and attempt to join group activities, those on the autism spectrum may show little desire to interact with other children. They might prefer to play alone, seem indifferent to the presence of peers, or not attempt to join in games at daycare or on the playground.
This lack of engagement is more than shyness; it stems from challenges in social motivation, communication, and interpreting social cues. As a result, opportunities for learning from others, practicing social skills, and developing friendships may be missed. Over time, these differences can affect the child’s broader social development and ability to navigate group settings.
Caregivers should observe if their child consistently avoids group play, does not show excitement when other children are around, or does not attempt to share or take turns. Persistent minimal interest in peers, especially when paired with other early signs, is an important clue for autism screening. For more on social development in autism, visit the CDC’s overview of autism signs.

22. Flat or Monotone Affect

Children with nonverbal autism may exhibit a flat or monotone affect when they vocalize, meaning their sounds lack the typical rise and fall in pitch or emotional variation. In typical development, even preverbal children naturally vary the tone, rhythm, and volume of their vocalizations to express feelings such as excitement, frustration, or happiness. In contrast, autistic children may produce sounds that remain consistently even, regardless of the situation.
This lack of emotional variation is linked to differences in the brain’s social and emotional processing centers, which can affect both expressive and receptive communication. The monotone quality may make it difficult for others to interpret the child’s mood or intent, further complicating social interaction and bonding.
Caregivers can observe this by listening for vocalizations that are repetitive, unchanging, or sound emotionally “flat” even in stimulating or emotional contexts. For example, a child may hum or vocalize in the same tone whether they are excited, upset, or content. Recognizing this clue can be important for early identification. For more information on communication characteristics in autism, see the Autism Speaks resource on speech and communication.

23. Difficulty Engaging in Pretend Play

A telling sign of nonverbal autism is difficulty engaging in pretend play or using imagination in typical ways. While most children naturally mimic real-life scenarios—such as pretending to feed a doll, drive a toy car, or have a tea party—children on the autism spectrum may show little interest or ability to do so. Instead, their play may be repetitive, focused on spinning wheels or lining up items rather than storytelling or role playing.
This difference is important developmentally because pretend play fosters language, social skills, problem-solving, and emotional understanding. Neurologically, children with autism may have challenges with symbolic thinking, making it harder to “pretend” an object is something else or act out imagined scenarios.
Caregivers can spot this clue by noting whether a child uses toys in creative or symbolic ways, or if their play remains concrete and repetitive. If a child rarely engages in make-believe activities or does not imitate real-life actions in play, it may be an early sign of autism. For more, see the CDC’s guide to autism signs and symptoms.

24. Lack of Response to Social Praise

A lack of response to social praise is a subtle but meaningful clue in nonverbal autism. Most young children light up, smile, or show excitement when praised or encouraged by caregivers, teachers, or peers. Positive feedback—whether it’s a clapping, a verbal “good job,” or an enthusiastic high-five—typically reinforces behavior and strengthens social bonds.
Children with nonverbal autism, however, may not react to praise in expected ways. They might remain expressionless, not change their behavior, or seem unaware that encouragement was offered. This muted response is linked to differences in the neural pathways that process social rewards and motivation, making social interactions less reinforcing for the child.
Caregivers can observe whether a child reacts with visible pleasure, engagement, or motivation when praised, or if positive feedback seems to have little effect. Consistent lack of response, especially in the presence of other communication or social delays, can be a sign of autism. For more on social motivation and autism, see the Autism Speaks page on social skills and autism.

25. Sensitivity to Light or Textures

Many children with nonverbal autism exhibit sensitivity to light or textures, which can manifest as an aversion to bright lights, certain fabrics, or even the feel of clothing tags. Sensory processing differences are a hallmark of autism, leading the nervous system to interpret everyday sensations as overwhelming or distressing. For example, a child may squint, cover their eyes, or become agitated under fluorescent lighting, or refuse to wear clothes made from specific materials.
These sensitivities are linked to how the brain filters and responds to sensory input. For some children, stimuli that are barely noticed by others can feel intense or even painful. This can lead to avoidance behaviors, emotional outbursts, or insistence on wearing only certain types of clothing.
Caregivers should pay attention to patterns—such as a child frequently removing clothes, becoming upset in brightly lit rooms, or resisting new textures during meals or play. Observing these reactions can provide valuable clues for early identification. To learn more about sensory sensitivities in autism, see the Autism Speaks resource on sensory issues.

26. Lack of Pointing to Show Interest

A foundational social milestone in early childhood is pointing to share interest—when a child extends their finger to direct someone’s attention to an object, animal, or event simply to share the experience. This gesture, called “declarative pointing,” is typically seen by 12 to 18 months of age and demonstrates a child’s desire for social connection, not just requesting something for themselves.
Children with nonverbal autism, however, often do not engage in this type of pointing. Instead, they may ignore opportunities to share interests or rely on other means, such as leading an adult by the hand, to get needs met. The absence of pointing to share (not just to request) is a significant indicator of autism and reflects differences in social awareness and communication motivation.
Caregivers should observe whether a child tries to draw their attention to something exciting—like an airplane flying overhead or a puppy passing by. If the child rarely or never points out things to simply share the moment, this could be an early sign of autism. For more, see the CDC’s resource on autism signs and symptoms.

27. Lack of Babbling or Early Vocal Play

One of the earliest signs of nonverbal autism is a lack of babbling or delayed early vocal play. Most infants begin to experiment with sounds like “ba-ba” or “da-da” by six to nine months, gradually expanding to more varied and playful vocalizations. This babbling is a crucial foundation for later speech development and social interaction.
Children with nonverbal autism may not reach these vocal milestones on time—or at all. The absence or significant delay of babbling suggests differences in the neurological pathways that control speech production and auditory feedback. These children may be unusually quiet, make fewer sounds than their peers, or vocalize in ways that don’t resemble typical pre-speech play.
Caregivers should watch for signs that a baby is not cooing, babbling, or engaging in back-and-forth vocal games by their first birthday. Delays in early vocalization, especially when coupled with poor eye contact or lack of response to name, should prompt a conversation with a pediatrician or developmental specialist. For more information on early language milestones, visit the American Speech-Language-Hearing Association’s milestone chart.

28. Unusual Eating Habits

Many children with nonverbal autism display unusual eating habits, such as extreme pickiness, strong preferences for certain textures or colors, or rigid mealtime routines. Unlike typical fussy eating phases, these behaviors are often persistent and rooted in sensory processing differences. For example, a child may only eat foods of a specific color, refuse anything crunchy or mushy, or demand that foods never touch on the plate.
Sensory sensitivities can make certain tastes, smells, or textures overwhelming or unpleasant, causing distress at mealtimes. Some children may gag on foods others enjoy, avoid mixed dishes, or insist on eating the same foods daily. These habits can impact nutrition and family routines, sometimes leading to anxiety around meals.
Caregivers should look for patterns such as consistently avoiding whole food groups, having meltdowns when presented with new foods, or obsessively seeking out only a handful of items. While selective eating can be part of normal development, persistent and intense food aversions may signal underlying sensory issues. For more on feeding and sensory sensitivities in autism, visit the Autism Speaks resource on feeding challenges.

29. Lack of Shared Attention

A lack of shared attention—also called joint attention—is a key clue in identifying nonverbal autism. Joint attention refers to the ability to share focus with another person on an object or event, such as following a parent’s pointing finger or gaze toward something interesting. In typical development, children regularly look where others are looking, point to share experiences, and check back to see if someone else is watching.
Children with nonverbal autism often struggle with this skill. They may not follow a parent’s gaze or gesture, and might appear uninterested in what others are paying attention to. This difficulty limits opportunities for learning language, social cues, and the give-and-take of social interaction.
Caregivers can look for signs such as a child not looking up when someone points out an airplane in the sky, or not responding when a parent tries to share excitement about a new toy. Persistent challenges with shared attention are a strong indicator for autism screening. For more on joint attention and its importance in early development, see the CDC’s resource on autism signs.

30. Inconsistent Use of Nonverbal Communication

A telling sign of nonverbal autism is the inconsistent or confusing use of nonverbal communication. While all children occasionally use gestures unpredictably, those with autism may rely on nonverbal behaviors sporadically, in ways that are difficult to interpret or that don’t match the social context. For instance, a child might wave their hand to signal “hello” one day, but not use it again for weeks, or use gestures that lack clear meaning to others.
This inconsistency stems from neurological differences affecting the integration of social intent and motor planning. The child may want to communicate but struggle to coordinate gestures, facial expressions, and eye contact in a way that others readily understand. As a result, their nonverbal cues may seem out of sync, ambiguous, or sometimes entirely absent.
Caregivers can observe whether a child’s gestures and expressions are used reliably to communicate needs or interests, or if their meaning is often unclear. Repeated patterns of unpredictable or mismatched nonverbal signals—especially in the absence of spoken language—are an important sign to consider. For more about nonverbal communication and autism, visit the Autism Speaks resource on nonverbal communication.

31. Resistance to Minor Changes

Children with nonverbal autism often show a pronounced resistance to minor changes in their daily routine or environment. Even small alterations—such as a new route to preschool, a different cup at breakfast, or rearranged furniture—can trigger anxiety, distress, or emotional outbursts. Unlike typical childhood preferences for routine, this resistance is more intense and persistent, often disrupting everyday life.
This behavior is closely tied to the way the autistic brain processes predictability and novelty. Many children on the spectrum find comfort in sameness because it helps them manage sensory input and reduces uncertainty. When minor changes occur, their nervous system may react as though faced with a major upheaval, making transitions feel overwhelming.
Caregivers should watch for signs such as meltdowns when routines are altered, insistence on following the same sequence of activities, or distress at the smallest deviation from expectations. Recognizing this heightened need for consistency can be crucial for understanding and supporting the child. For more about routine and change in autism, see the National Autistic Society’s guidance on routines.

32. Difficulty with Turn-Taking

A difficulty with turn-taking is a notable feature of nonverbal autism that can appear in play, conversation, or everyday routines. Turn-taking is a fundamental part of social development, teaching children patience, cooperation, and the back-and-forth rhythm of interaction. In typical development, children quickly learn to wait for their turn with toys, in games, or even during shared activities with adults.
Children with nonverbal autism often struggle with this concept. They may grab toys out of turn, become upset when expected to wait, or ignore cues to share. This challenge is rooted in both difficulties with social communication and the need for predictability; waiting may create anxiety, and understanding social rules can be confusing.
Caregivers can identify this sign by observing how a child reacts during group play or in structured activities that require waiting or sharing. Consistent inability to take turns—whether it’s in a board game, lining up, or passing objects—may signal underlying social difficulties. For more on social skills and autism, refer to the Autism Speaks resource on social skills.

33. Avoidance of Group Activities

Children with nonverbal autism often display a marked avoidance of group activities, such as group games, classroom projects, or circle time. While all children have unique social preferences, those on the autism spectrum may consistently shy away from joining in, preferring solitary play or watching from the sidelines. This reluctance is not simply a sign of introversion; it can reflect deeper challenges with social communication, sensory processing, or understanding group dynamics.
Participating in group activities requires interpreting nonverbal cues, following rapidly changing rules, and handling sensory input from multiple people—all of which can be overwhelming for a child with autism. As a result, they may become anxious, withdrawn, or even distressed when encouraged to join group settings.
Caregivers and teachers should observe patterns such as a child refusing to join in games, sitting apart from others, or leaving group activities early. Persistent avoidance, especially when paired with other signs of social or communication difficulties, is an important indicator for autism screening. For further reading, visit the CDC’s page on autism signs and symptoms.

34. Unusual Sleep Patterns

Many children with nonverbal autism experience unusual sleep patterns, such as difficulty falling asleep, frequent night wakings, or very early rising. These sleep disturbances are not just behavioral; research shows they are linked to neurological differences in the regulation of melatonin and other sleep-related processes in the brain. For some children, heightened sensory sensitivities—like reacting to noises, lights, or textures—can also disrupt sleep and make settling down challenging.
These sleep challenges can have significant practical implications for the entire family, often resulting in daytime fatigue, irritability, and increased difficulty coping with routines or transitions. Over time, poor sleep can also impact learning, attention, and emotional regulation.
Caregivers should monitor for persistent trouble with sleep that does not improve with typical strategies such as bedtime routines or adjustments to the environment. If sleep problems occur alongside other signs of autism, it’s important to discuss these concerns with a healthcare provider. For more information on sleep and autism, visit the Autism Speaks resource on sleep.

35. Preference for Solitary Play

A preference for solitary play is often seen in children with nonverbal autism. While all children need downtime and may occasionally choose to play alone, those on the autism spectrum frequently opt for solitary activities over group or social play. Unlike shyness, which usually lessens as a child becomes more comfortable with peers, this preference persists and is rooted in differences in social motivation and communication skills.
Solitary play for children with autism might include repetitive actions, intense focus on objects, or organizing toys in specific ways. These activities can provide comfort and predictability, contrasting with the complexities and unpredictability of social play. A child may not seek out others, share toys, or invite peers to join in—even in familiar, supportive environments.
Caregivers and educators should observe patterns such as a child consistently playing alone at school, daycare, or family gatherings, or showing little interest when peers attempt to engage. Persistent solitary play, especially alongside other signs of communication or sensory differences, can be an important clue for early autism screening. For more on social play and autism, visit the Autism Speaks social skills resource.

36. Unusual Reactions to Pain

Children with nonverbal autism may display unusual reactions to pain, ranging from an exceptionally high pain tolerance to extreme sensitivity to minor discomforts. For instance, a child might not cry or react when they fall or get a scrape, or conversely, might have an intense response to something as minor as a small bump or tight clothing. These atypical pain reactions are part of the broader sensory processing differences common in autism.
Neurologically, the way pain signals are processed and interpreted in the autistic brain can vary greatly. Some children may not register pain in the typical way, while others may find certain sensations—such as tags, seams, or even light touches—overwhelming or distressing. This unpredictability can make it difficult for caregivers to recognize when a child is injured or uncomfortable, or to distinguish between real pain and sensory discomfort.
Caregivers should note patterns such as indifference to injuries, delayed responses to painful stimuli, or outsize reactions to minor events. Recognizing these sensory clues can help differentiate autism from other conditions and ensure that children receive appropriate support. For more on sensory processing and pain in autism, see the Autism Speaks resource on sensory issues.

37. Unusual Interest in Sensory Experiences

Many children with nonverbal autism display a pronounced unusual interest in sensory experiences. This can include staring at lights or moving objects, running fingers along different textures, or spending long periods watching spinning fans or wheels. Rather than fleeting curiosity, these fascinations are intense, repetitive, and often serve as a primary source of comfort or stimulation.
This heightened interest is rooted in sensory processing differences within the autistic brain. Some children crave certain sights, sounds, or tactile sensations, leading them to seek out experiences that others might overlook or quickly lose interest in. For example, a child may become mesmerized by sunlight reflecting on the wall, repeatedly rub soft fabrics, or seek out vibrating toys for extended periods.
Caregivers should observe if a child is drawn to specific sensory activities, seems to “tune out” the world while engaging in them, or prefers these experiences over social interaction. Persistent and intense sensory interests, especially when they interfere with learning or daily routines, can be an important diagnostic clue. For more on this topic, see the Autism Speaks resource on sensory issues.

38. Difficulty Following Nonverbal Instructions

A significant challenge for many children with nonverbal autism is difficulty following nonverbal instructions. In typical development, children learn to interpret gestures, visual cues, or body language—such as following a pointed finger to a toy, responding to a “come here” wave, or picking up on a teacher’s raised hand for silence. These cues are crucial for everyday learning and social participation.
Children with nonverbal autism often struggle to understand or respond to these types of instructions. Neurologically, this is linked to differences in how the brain processes visual and social information. As a result, a child may not react when someone gestures to sit down or might ignore visual cues in group activities, relying instead on direct physical guidance or verbal prompts—if they respond at all.
Caregivers and educators should watch for patterns where a child seems lost unless explicitly shown or told what to do, or fails to follow along when others change activities based on gestures alone. This difficulty can limit a child’s ability to learn in classroom settings and participate in social routines. For more, see the CDC’s resource on autism signs.

39. Lack of Emotional Expression

A lack of emotional expression is frequently observed in children with nonverbal autism. While most children display a wide range of emotions on their faces and through body language—showing joy, frustration, excitement, or sadness—those on the autism spectrum may appear unusually neutral or reserved. Their faces might remain blank even during situations that typically evoke strong feelings, making it hard for caregivers and peers to interpret their emotional state.
This reduced expressiveness is linked to neurological differences in the brain areas responsible for processing and displaying emotions. Autistic children may feel emotions internally but find it challenging to translate these feelings into visible expressions. This can create misunderstandings and barriers to connection, as others may assume the child is indifferent or unengaged.
Caregivers should notice if a child rarely smiles, laughs, frowns, or shows surprise, especially during events or interactions that typically prompt such responses. Minimal visible emotion, particularly when persistent and combined with other social or communication signs, is a noteworthy clue. For more on emotional expression in autism, visit the National Autistic Society’s advice on emotions and autism.

40. Excessive Staring at Objects

A distinctive clue for nonverbal autism is excessive staring at objects—where a child fixates on a toy, pattern, or moving part for long stretches of time. While all children are naturally curious and may pause to examine something new or exciting, children with autism often go beyond typical curiosity. Their gaze can become locked onto spinning wheels, light reflections, or the movement of a fan, sometimes for several minutes or even longer.
This prolonged fixation is rooted in differences in sensory processing and attention regulation. For some children, staring at objects provides a calming or stimulating sensory experience, helping them manage an overwhelming environment. For others, it may reflect a deep fascination with certain visual details or repetitive motion.
Caregivers should look for patterns where a child repeatedly and intensely focuses on the same objects, seeming to “tune out” the world around them. Unlike brief interest, this behavior disrupts typical engagement and learning, and can interfere with social interaction. For more on visual interests and autism, refer to the National Autistic Society’s resource on obsessions and repetitive behaviour.

41. Difficulty with Personal Space Boundaries

Children with nonverbal autism often experience difficulty recognizing and respecting personal space boundaries. In typical social development, children gradually learn to gauge how close is appropriate to stand or sit near others, reading cues from facial expressions and body language. For those on the autism spectrum, however, these nonverbal signals can be hard to interpret or even go unnoticed.
This challenge is linked to differences in social awareness and sensory processing. Some children may stand too close, lean on others, or invade personal space without realizing the discomfort it causes. Others might be unaware of when someone needs space, or fail to adjust their distance even when prompted.
Caregivers and educators should observe behaviors such as a child habitually getting too close to peers during play, ignoring requests for space, or not noticing when someone steps away. These signs are especially significant if they persist as the child grows older. Understanding and teaching personal boundaries is a crucial part of social skill development. For more on this topic, see the Autism Speaks resource on social skills and autism.

42. Lack of Use of Nonverbal Requests

A key sign of nonverbal autism is the lack of use of nonverbal requests. Typically developing children quickly learn to use gestures such as pointing, reaching, or handing objects to an adult to communicate a need or desire—like wanting a snack or help with a toy. These nonverbal requests are essential building blocks for communication before spoken language emerges.
Children on the autism spectrum, however, may not use these gestures or may do so inconsistently. Instead of pointing to something out of reach or lifting their arms to be picked up, they might remain passive, become frustrated, or try to obtain items on their own without seeking help. This can make it challenging for caregivers to understand their needs and leads to missed opportunities for social exchange.
Caregivers should observe whether a child routinely uses gestures to request assistance, or if they seem disconnected from the give-and-take of asking for help. Persistent absence of these nonverbal requests, particularly alongside other social or communication differences, is a strong indicator for further evaluation. For more on nonverbal communication and autism, see the Autism Speaks resource on nonverbal communication.

43. Unusual Use of Peripheral Vision

A distinctive nonverbal autism clue is the unusual use of peripheral vision, where a child prefers to look at objects or people out of the corner of their eye rather than directly. This behavior may appear as side glancing, tilting the head, or watching moving objects without turning the head fully. While occasional side glances are typical in all children, a persistent preference for peripheral vision can be diagnostically relevant.
Neurologically, this tendency is thought to be connected to sensory processing differences and how visual information is integrated in the autistic brain. Direct gaze, especially at faces, may feel overwhelming or uncomfortable, so peripheral viewing provides a less intense sensory experience. For some children, it is also a way to focus on details or movement without engaging with the broader, often overstimulating, visual field.
Caregivers can observe this sign during daily routines, play, or when introducing new objects. If a child habitually looks at toys, screens, or people from the side—even when encouraged to look directly—it may be a clue for further evaluation. For more on this visual behavior, see the Spectrum News article on sideways glances and autism.

44. Difficulty Engaging in Cooperative Play

Children with nonverbal autism often experience difficulty engaging in cooperative play, which involves working together with peers toward a shared goal, such as building a block tower, playing house, or participating in team games. While solitary and parallel play are typical in early development, most children soon transition to more interactive, collaborative forms of play that require communication, sharing, and understanding others’ perspectives.
For children on the autism spectrum, these activities can be especially challenging. They may struggle to interpret social cues, manage the give-and-take required in group play, or express their ideas and needs nonverbally. As a result, they might withdraw from group activities, play alongside rather than with others, or become upset when cooperative efforts don’t go as expected.
Caregivers and teachers should observe whether a child rarely joins in group games, has trouble following simple play rules, or prefers to control every aspect of the activity instead of collaborating. Persistent difficulties with cooperative play, particularly when combined with other communication or behavioral differences, can be a telling sign of nonverbal autism. For more, visit the Autism Speaks resource on social skills and autism.

45. Inflexible Play Patterns

A strong sign of nonverbal autism is the presence of inflexible play patterns. While most children naturally shift between different play activities—combining, changing, or inventing new uses for toys—children on the autism spectrum often stick to rigid, repetitive ways of playing. For example, a child may repeatedly line up cars in the same order or insist on spinning the wheels of a truck for long periods instead of pretending to drive it.
This inflexibility contrasts with creative play, where children use imagination and adapt to new scenarios, often engaging with peers or caregivers in evolving storylines. For a child with autism, however, play may remain unchanged over time and may be disrupted if routines or patterns are altered. Attempts to introduce new play ideas or rules are often met with resistance or distress.
Caregivers and educators should look for signs such as a child insisting on following the same sequence during play, becoming upset if toys are moved, or refusing to try new activities. Persistent rigid play is a notable clue, especially when combined with other signs of social or communication differences. For more, see the CDC’s page on autism signs and symptoms.

46. Unusual Self-Soothing Behaviors

Children with nonverbal autism frequently engage in unusual self-soothing behaviors, also known as self-stimulatory actions or “stimming.” These can take many forms, including rocking back and forth, spinning in circles, hand-flapping, or repeatedly tapping or rubbing objects. Such behaviors serve to regulate sensory input, alleviate anxiety, or provide comfort in overwhelming environments.
Neurologically, these self-soothing actions are rooted in differences in sensory processing and emotional regulation. For some children, repetitive motions help block out distracting stimuli or create a sense of predictability and control. While occasional stimming is typical in all children, its frequency, intensity, and interference with learning or social interaction are much more pronounced in autism.
Caregivers should observe if these behaviors occur persistently, increase during stress, or interfere with daily activities and engagement. If self-stimulatory actions disrupt learning or lead to social isolation, it may be time to seek an evaluation from a developmental specialist. For more on stimming and when to seek help, visit the Autism Speaks resource on stimming.

47. Difficulty Recognizing Familiar Faces

A lesser-known but important clue in nonverbal autism is difficulty recognizing familiar faces. While most children quickly learn to identify parents, siblings, and regular caregivers, some children with autism may struggle to distinguish even those they see frequently. This challenge, called prosopagnosia or “face blindness,” is rooted in differences in the brain’s facial recognition and processing regions.
These cognitive differences can make it hard for a child to connect a face with a name or relationship, leading to confusion or lack of response during greetings and social events. The child may not light up or show excitement upon seeing a familiar person, or might take longer than expected to “warm up” in familiar company. This can sometimes be mistaken for aloofness or disinterest, but is actually a neurological difference in processing visual social information.
Caregivers should watch for signs such as a child failing to respond to family members at gatherings, not recognizing teachers or classmates, or seeming indifferent when approached by familiar people. Persistent trouble with facial recognition, especially when combined with other social or communication signs, may warrant evaluation. For more on facial recognition and autism, see the Autism Speaks social skills page.

48. Unusual Use of Objects for Comfort

Children with nonverbal autism may seek comfort in unusual objects that go beyond typical childhood “security blankets” or stuffed animals. While most children are drawn to soft, familiar items for reassurance, those with autism might rely on items such as household utensils, paper clips, pieces of string, or even specific textures like rubber bands or bottle caps. This preference is often intense and can be difficult to redirect or replace.
These objects may provide unique sensory input—such as particular tactile, visual, or auditory sensations—that helps the child self-soothe or feel grounded in stressful or overstimulating environments. Unlike typical comfort objects, the attachment to these items can be highly specific and inflexible; removing or substituting them may trigger distress or anxiety.
Caregivers should observe if a child insists on carrying or holding unconventional objects for extended periods, becomes upset without them, or uses them in repetitive ways for comfort. Recognizing this pattern can be an important diagnostic clue, especially when paired with other signs of sensory processing differences. For more on sensory comfort and autism, refer to the Autism Speaks resource on sensory issues.

49. Lack of Interest in Sharing Experiences

A hallmark of nonverbal autism is a lack of interest in sharing experiences or excitement with others. In typical development, young children eagerly point out discoveries, bring objects to show caregivers, or seek to involve others in activities that excite them—behaviors that reflect the desire for social connection and joint enjoyment.
For children on the autism spectrum, this impulse is often absent or diminished. They may enjoy experiences privately, without attempting to draw others’ attention to what interests them. For example, a child might watch a favorite video or play with a toy in isolation, showing little interest in including a parent or peer, or may not react when someone else expresses excitement about a shared moment.
This difference is tied to challenges with social motivation and the neurological processes underpinning shared attention and engagement. Caregivers should observe whether a child consistently fails to involve others in their excitement or rarely responds to efforts to share joy. Persistent lack of shared engagement, especially when combined with other social or communication differences, is a strong indicator for autism screening. For more on social connection and autism, visit the CDC’s resource on autism signs.

50. Delayed Nonverbal Milestones

A broad clue for nonverbal autism is the presence of delayed nonverbal milestones, such as waving, smiling responsively, or making purposeful gestures. In typical development, these milestones appear within the first year of life and form the foundation for later social and language skills. For children on the autism spectrum, these behaviors may emerge late, appear inconsistently, or be absent altogether.
Missing or delayed milestones include not waving “bye-bye,” not clapping in response to encouragement, or not smiling back at a caregiver’s grin. These early signs reflect differences in social motivation, attention, and the neural pathways that coordinate communication without words. Delays in these skills may go unnoticed until compared with peers, but they are often among the clearest early signs of autism.
Caregivers should seek evaluation if a child consistently misses key nonverbal milestones, especially when combined with other developmental or communication concerns. Early identification enables timely intervention, which can make a significant difference in outcomes. For a detailed list of developmental milestones, visit the CDC’s milestone checklist.

Conclusion

Early recognition of nonverbal autism clues is vital for unlocking timely support and better developmental outcomes. By learning to spot subtle nonverbal signs—ranging from limited eye contact and repetitive behaviors to delays in gestures—caregivers and educators can act swiftly and compassionately. If you notice several of these patterns in your child or student, consider reaching out for a professional evaluation. Early screening paves the way for tailored interventions and resources. For more information, explore the CDC’s autism screening guidelines or consult your healthcare provider. Remember, trust your instincts: early action makes a meaningful difference in the journey of every child.

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