As children age and become capable of many different types of complex activities, differing developmental capabilities are easily recognized. One's ability to perform complex activities such as speech, cause-and-effect cognition, and ability to hop on one foot allow evaluators to chart developmental progress in relation to normally-developing peers who achieve such milestones on time and without effort. The real challenge, however, is identifying developmental differences as early as possible because early identification of emerging developmental differences allows early biological intervention. Early biological intervention is the key to reducing or eliminating serious developmental conditions, up to and including autism. Early detection begins in infancy. Certain warning signs may be present from birth. Common warning signs are:

1. Digestive irregularities. Digestive irregularities which may include diarrhea, constipation, foul-smelling or oddly-colored stools, or unusual spitting up.

2. Sleep irregularities. Your child experiences sleep irregularities that do not even out within the first three months. Sleep irregularities may include frequent waking, excessive time awake, or excessive time asleep.

3. Sound sensitivities. Sound sensitivities may include crying, screaming, covering ears, or appearing startled/frightened by blenders, vacuums, fire alarms, cars, fans, fire engines, ambulances, music, drums, tambourines, airplanes, marching bands, flushing toilets, etc..

4. Lack of appropriate eye contact.

5. Lack of response when name is called repeatedly (does not turn head in response to name being called).

6. Lack of desire to connect with others, including parent, siblings, or other children.

7. Unusual attachment to parent or primary caregiver. Expresses fear or anxiety when parent or primary caregiver is away, even if only in another room.

8. Unusual detachment from parent or primary caregiver. Does not express affection or regard for parent or caregiver.

9. Lack of age-appropriate speech, including lack of gurgling sounds or speech imitation in infancy. May include ability to speak but inability to articulate well.

10. Resort to hitting, pushing or shoving to express desires.

11. Lack of pointing at objects even before speech has developed.

12. Drooling that is age-inappropriate and not associated with cutting teeth.

13. Misunderstanding of age-appropriate commands. For example, if asked not to touch an object, the child touches the object and expects praise.

14. Inability to follow instructions. The child will not do what is asked, but does not appear to be willfully defiant. He simply seems unsure of what is being asked and cannot organize himself to respond as same-age children do.

15. Rephrasing of others' questions necessary to elicit appropriate response.

16. Playing with parts of toys or playing with toys in ways other than intended.

17. Lack of interest in toys.

18. Lack of interest in age-appropriate books or being read to (even as young as infancy).

19. Watching objects go up and down beyond age-appropriate interest in such motion. Throws things such as toys, sticks or rocks to watch them come down.

20. Detachment from same-age peers. May appear aloof or disinterested in parallel play.

21. Lack of ability to perform age-appropriate gross-motor and fine-motor skills, such as jumping, hopping, turning a doorknob, using eating utensils, or stringing beads on thread.

22. Lack of age-appropriate sense of danger. May demonstrate repeated desire to run toward moving objects, not matter how many times he is warned of danger. May not stop running toward street/moving objects when told to stop.

23. No fear of heights. Interest in climbing high things. Interest in teetering over the edge of high objects.

24. Interest in fast-moving or dangerous activities, such as sliding down slides that are too high or teetering over the edge of ledges.

25. Lack of age-appropriate facial expressions. Additionally, may make inappropriate facial expressions under certain circumstances, such as smiling when scolded.

26. Objection to being touched or groomed, including being hugged, holding hands, combing hair, brushing teeth, dressing or undressing, or bathing. May object to certain fabrics or application of personal care products such as lotion on skin.

27. Lack of response to age-appropriate social cues. May talk out of turn. May not answer when spoken to.

28. Lack of participation in age-appropriate social activities such as games that require turn-taking or reciprocity.

29. Preference to be alone versus spending time with peers. May seek the companionship of a parent or caregiver who does not upset preferred routines.

30. Extreme need for routine. Becomes visibly upset when routine is disrupted.

31. Lack of age-appropriate self-help skills. Demonstrates no interest in acquiring such skills.

32. Little or no imaginative play.

33. Fear or repulsion at entering a room filled with noise, people, or busy machines. Fear of small or enclosed spaces. Prefers wide-open spaces or being outdoors.

34. Difficulty in paying attention to age-appropriate activities. May wander off, physically or mentally. May protest engaging in such activities. May melt down, unable to express real problems and desires.

35. Lack of focus. Cannot stay on task or exercise age-appropriate follow-through.

36. Need for close supervision.

37. Appearance of being mentally "checked out." Appears to be in a daze, not daydreaming.

38. Inability to connect actions with consequences.

39. Inability to understand that people have feelings.

40. Inability to monitor oneself in relation to others. May bump, push, or step on others without comprehension that behaviors of this sort hurt.

41. State of being hyperactive, giddy, lethargic, upset, or mentally cloudy after eating certain foods or coming in contact with certain substances. Symptoms may appear immediately or be delayed by as much as several hours.

42. Lack of ability to fit into, or adjust to, differing social settings such as school and church. May be especially fearful or anxious when left alone in such settings. May cling or cry without consolation.

Developmental manuals, available at nearly all bookstores and in many grocery or department stores, describe patterns of normal infant and child development. Deviation from patterns of normal development may be determined by consulting developmental manuals, pediatricians, other parents, trusting your intuition, or any combination of the above. My advice is to trust your instinct. If something doesn't seem right, it may not be. If you suspect an irregularity, solicit feedback from others, including your child's pediatrician. If your child's pediatrician says it will even out and it doesn't, inquire if he is willing to help you pursue information regarding potential biological imbalances. If not, find a pediatrician, homeopath, or naturopath who will.