As our knowledge about autism continues to grow, it is becoming more easily recognised in early childhood. Yet, for many families, the path to diagnosis can still be long and stressful. Often, parents notice that something feels different. Their child may not respond to their name, avoid eye contact, or show delays in speech. They may raise concerns with a healthcare professional, only to be told to “wait and see”. However, there is growing recognition that early detection can make a huge difference in outcomes for children and families, which is why universities and healthcare training programs are working on just that.

Autism, or autism spectrum disorder (ASD), affects how a child communicates, interacts and experiences the world. It is a lifelong condition, but early support can improve a child’s development and quality of life. The Raising Children Network suggests that early signs of autism can often be observed in the first two years of life. Early identification allows children to access therapies and supports during these early and important stages of brain development. With the right support in place, improvements can be seen in communication skills, social interactions and independence. On the flip side, delays in recognising the signs can mean missed opportunities for early intervention.

Healthcare professionals are often the first point of contact for worried parents. This includes:

• General practitioners
• Child and family health nurses
• Paediatricians
• Speech pathologists
• Occupational therapists.

With this in mind, they must be trained to recognise the early signs of autism. The National Guideline for the Assessment and Diagnosis of Autism in Australia, developed by Autism CRC, emphasises the importance of early identification and referral. The guideline encourages healthcare professionals to respond promptly to developmental concerns and refer children for further assessment when needed.

Training programs across Australia are now following these recommendations and helping students recognise the early behavioural signs of autism. These can include:

Social communication differences

• Limited eye contact
• Not responding to their name
• Reduced interest in social interaction
• Difficulty sharing attention with others.

Communication differences

• Delayed speech development
• Limited use of gestures such as pointing or waving
• Unusual tone or rhythm of speech.

Behavioural patterns

• Repetitive movements (such as hand flapping)
• Strong preference for routines
• Intense interest in specific objects or topics.

Students are taught that these signs can vary widely between children, and not every child will show the same behaviours. The Australian Government’s Department of Health encourages early developmental monitoring and timely referral for assessment when concerns are raised. Training programs now emphasise the importance of:

• Taking parental concerns seriously
• Monitoring development over time
• Referring early rather than delaying

Students learn that early action does not mean rushing to a diagnosis – but it does ensure children receive the support they need as soon as possible. Australian universities are delivering training through a combination of:

• Case-based learning: Students take a look at real-life scenarios where children present with subtle developmental differences. These cases help students practise recognising patterns and deciding when to refer for further assessment.
• Video observation: Students watch recorded interactions between children and caregivers to identify early behavioural signs.
• Clinical placements: Students gain hands-on experience in paediatric settings, where they observe developmental assessments and interact with families.
• Interdisciplinary learning: Many programs bring together students from different areas – such as nursing, speech pathology and occupational therapy – to reflect real-world team-based care.

Students are also introduced to developmental screening tools used in clinical practice. These tools help healthcare professionals identify children who may benefit from further assessment.
Examples include:

• Developmental checklists used in early childhood health checks
• Screening tools used by GPs and paediatricians
• Observational assessments conducted by allied health professionals.

However, despite these improvements, barriers to early diagnosis still exist. These can include:

• Limited access to specialist services
• Long wait times for assessments
• Variations in knowledge across healthcare settings
• Cultural differences in recognising developmental concerns.

Education programs now include discussions around these challenges, helping students understand the broader healthcare system and how to support families navigating it.

Recognising early signs of autism is only the first step. Healthcare professionals also play an important role in supporting families after concerns are identified. As awareness of autism continues to grow, so does the need for healthcare professionals who are equipped to recognise it early.

Australian universities are responding by strengthening education around developmental health, ensuring that future healthcare professionals are better prepared for this role. For families, this can make a meaningful difference – not only in accessing services, but in feeling heard, supported and understood from the very beginning.