https://ijmri.de/index.php/jmsi
volume 4, issue 7, 2025
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CRITERIA FOR IDENTIFYING MILDER FORMS OF AUTISM IN PRESCHOOL-
AGED CHILDREN
Narbayeva Zamira Ravshanbekovna
4th year student, Faculty of Pedagogy, Defectology, Alfraganus University
+998933190294 zamiranorboyeva82@gmail.com
Abstract
: The early identification of autism spectrum disorder is essential for timely intervention,
especially in milder cases where symptoms may not be easily recognized. Mild forms of autism
in preschool-aged children often present with subtle social and communicative challenges that
can be overlooked or misattributed to temperament or language delay. This article explores the
diagnostic features, behavioral patterns, and assessment strategies that aid in identifying high-
functioning or mild autism in early childhood. Emphasis is placed on observational criteria,
standardized tools, and developmental red flags that distinguish mild autism from typical
variation.
Keywords
: Mild autism, high-functioning autism, preschool diagnosis, early signs, autism
spectrum disorder, developmental assessment, social communication
Introduction
Autism spectrum disorder is a neurodevelopmental condition characterized by challenges in
social communication and restricted, repetitive behaviors. While more severe forms of autism are
often identified in early toddlerhood, milder or high-functioning variants can go unrecognized
until later in childhood, particularly if language milestones are achieved on time and intellectual
abilities are within the typical range.
Identifying mild autism in preschool-aged children is critically important. Early recognition
enables access to intervention programs that can support social-emotional development,
language, and adaptive functioning. However, mild symptoms may appear similar to shyness,
anxiety, or language delay, making diagnosis more complex. This calls for refined criteria and
careful developmental monitoring to distinguish subtle signs of autism from normal variation.
Behavioral and Social Markers
Preschoolers with mild autism may not exhibit the overt behaviors typically associated with
classic autism. Instead, their signs are often nuanced. These children may:
Show limited interest in peer interaction, preferring to play alone even when socially
exposed
Demonstrate literal thinking, reduced pretend play, or inflexible routines in daily
activities
Display challenges with eye contact, facial expression, or understanding nonverbal cues,
though these may be masked by verbal skills
Respond awkwardly to social cues, often missing subtle turn-taking or emotional
reciprocity in conversations
Exhibit repetitive interests, such as intense focus on specific topics (e.g., letters, maps),
without overt compulsive behavior
These signs are sometimes subtle and inconsistent, making it important to observe the child
across settings and over time.
Language and Communication Patterns
Language development in mild autism may appear typical at first glance, but deeper evaluation
often reveals deficits in
pragmatic language
—the social use of speech. Common signs include:
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Overuse of adult-like or scripted phrases
One-sided conversations with little reciprocity
Difficulty adjusting tone, volume, or language level to suit the listener
Echolalia or repetition of phrases, often with unusual intonation
Trouble understanding jokes, sarcasm, or abstract concepts
Although vocabulary and sentence structure may be age-appropriate, these pragmatic deficits
often lead to social misunderstanding or peer rejection.
Cognitive and Sensory Features
Children with mild autism typically do not show global cognitive delays but may display
uneven
cognitive profiles
, with strengths in memory, pattern recognition, or rote learning and
weaknesses in executive functioning or flexible thinking. Sensory sensitivities are also common:
Sensitivity to noise, touch, or certain textures
Strong preference for predictable environments
Over- or under-reaction to sensory stimuli (e.g., pain, temperature, visual clutter)
These sensitivities may manifest as behavioral rigidity, avoidance, or distress in unfamiliar
settings such as daycare or preschool.
Standardized diagnostic frameworks such as the
DSM-5
define autism based on persistent
deficits in social communication and restricted behaviors. For milder forms, symptoms may meet
threshold criteria but present at a less intense or disruptive level.
Effective identification at the preschool stage involves combining clinical judgment with
structured tools:
Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F)
:
A parent-report screener suitable for young children, although its sensitivity may be lower in
mild cases.
Autism Diagnostic Observation Schedule (ADOS-2)
: A semi-structured play-based
assessment that remains the gold standard for observing subtle signs in social and
communicative behavior.
Social Communication Questionnaire (SCQ)
and
Childhood Autism Spectrum Test
(CAST)
: Useful for gathering broader developmental history.
Speech-language and occupational therapy evaluations
: Often reveal underlying
communication or sensory issues not obvious in general observation.
In addition to tools,
longitudinal observation
—through preschool reports, home videos, or
parent interviews—helps capture behavioral consistency and changes over time.
Conclusion
Milder forms of autism in preschool-aged children present a unique diagnostic challenge due to
their subtlety and overlap with typical development. However, early identification is crucial to
ensuring that children receive tailored support during the most formative years of brain
development. By refining diagnostic criteria, employing targeted screening tools, and
maintaining awareness of nuanced social-communicative behaviors, clinicians and educators can
better detect high-functioning autism at an early stage. Future research should continue to
explore developmental trajectories of mild autism to improve early differentiation and
individualized intervention.
References
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders
(DSM-5).
Lord C, Rutter M, DiLavore PC, Risi S, Gotham K, Bishop SL. Autism Diagnostic
Observation Schedule, Second Edition (ADOS-2).
Robins DL, Fein D, Barton ML, Green JA. The Modified Checklist for Autism in
Toddlers, Revised, with Follow-Up (M-CHAT-R/F).
Ozonoff S, Iosif AM, Baguio F, et al. A prospective study of the emergence of early
behavioral signs of autism.
J Am Acad Child Adolesc Psychiatry
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Volkmar FR, Siegel M, Woodbury-Smith M, King B, McCracken J, State M. Practice
parameter for the assessment and treatment of children with autism spectrum disorder.
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