What Preschool Teachers Should Do When They Have Concerns About a Young Child Having Autism

By Dr. Lila Kimel

Based on a talk given to The Neighborhood Play School in Denver, CO on 12/1/2025.

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Preschool teachers often spend long, structured days observing children in social, play, and learning settings. Because of this, teachers are uniquely positioned to notice early signs of developmental differences—including behaviors that may suggest Autism Spectrum Disorder (ASD).

Why early detection matters: Research shows that children who receive support between ages 2–4 make gains in communication, social engagement, behavior regulation, and learning. Families also feel informed and empowered when concerns are raised early and handled with care.

This guide outlines:

• How to recognize potential signs of autism in preschoolers

• How to communicate concerns with families

• Referral pathways in Colorado

• How teachers can support children before and after evaluations

Part 1. Recognizing Early Signs of Autism in Preschoolers

Autism is a neurodevelopmental condition that affects social communication, play, and behavior. Teachers should look for patterns over time rather than one-off behaviors.

Key Red Flags Teachers Often Notice:

• Social Interaction Differences

  • Limited back-and-forth interactions

  • Reduced eye contact or facial expressions

  • Limited showing, sharing, or imitation (e.g., not copying gestures)

  • Preference for playing alone

• Communication Differences

  • Delayed language (e.g., no words by 16 months, few phrases by 2 years)

  • Unusual tone, rhythm, or intonation

  • Echolalia (repeating words/phrases)

  • Difficulty following verbal directions

• Behavioral and Sensory Patterns

  • Repetitive movements (flapping, rocking, lining up toys)

  • Intense interests in specific objects or topics

  • Sensory sensitivities (covering ears, avoiding touch) or seeking behaviors (spinning, staring at lights)

  • Strong need for routines and distress during transitions

• Play and Learning Patterns

  • Limited pretend or imaginative play

  • Difficulty generalizing skills

  • Easily overwhelmed in group activities

  • Frequent or intense tantrums

Note: Teachers do not diagnose autism—but noticing these patterns is the first step toward helping a child receive support.

Part 2. What Teachers Should Do When Concerns Arise

• Observe and Document: Keep objective notes—not to label a child, but to provide concrete examples.

  • Include:

    • What behavior occurred

    • When and where it happened

    • What led up to and followed the behavior

    • Examples of social, communication, or play challenges

    • Missed developmental milestones

Tip: Detailed notes are invaluable during referrals and evaluations.

• Communicate Sensitively With Families: Approach conversations with care—your role is to share observations, not diagnose.

  • Effective strategies:

    • Use objective language: “I’ve noticed…” or “In class, we see…”

    • Focus on developmental skills, not labels

    • Highlight the child’s strengths along with concerns

    • Emphasize that early evaluation clarifies how to best support the child

Note: Families must give permission before any formal evaluation, making your partnership essential.

• Know the Referral Pathways in Colorado

  • Under 3 years old:

    • Refer to EI Colorado

    • Anyone can refer with parent consent

    • Families receive a free multidisciplinary evaluation

    • Call: 833-733-3734 (833-REFER-EI)

  • Ages 3–5 years:

    • Refer to Child Find in the local school district

    • Written parent consent required

    • Evaluations cover communication, social-emotional development, adaptive skills, play, behavior

    • A referral does not guarantee services—it ensures a thorough evaluation

• Understand What Teachers Should Not Do

  • Do not diagnose autism

  • Do not tell families “Your child has autism”

  • Do not pressure families into evaluation

  • Do not minimize concerns

Your role: guide, support, and provide clear information.

Part 3: After Referral – How Teachers Can Support Children in the Classroom

• What Evaluations Include:

  • Both EI Colorado and Child Find assess:

    • Social communication

    • Play and imitation

    • Adaptive (self-help) skills

    • Behavior and sensory patterns

    • Cognitive and language abilities

    • Parent and teacher interviews

    • Observations across settings

If autism is suspected, evaluators may use standardized tools like ADOS-2, CARS-2, or SRS-2. Services are provided at no cost if the child qualifies.

• Classroom Strategies While Awaiting Evaluation:

  • Use Visual Supports

    • Schedules, First/Then boards, task sequences

    • Visual reminders of classroom rules

  • Provide Predictable Routines

    • Give warnings before transitions

    • Use visual or auditory cues

  • Break Skills Into Smaller Steps

    • Explicit teaching is often needed; break tasks into manageable steps

  • Create Opportunities for Communication

    • Offer choices

    • Wait for attempts to communicate

    • Model language during routines

  • Support Social Interactions

    • Pair children with supportive peers

    • Encourage cooperative games

    • Use structured turn-taking or shared activities

  • Consider Sensory Needs

    • Watch for overstimulation, avoidance, or sensory-seeking behaviors

    • Adjust the environment to improve participation

Why Early Action Matters

Early identification gives children access to the support they need during key developmental years. Teachers’ observations and compassion can shape a child’s trajectory and support families. By noticing early signs, partnering with families, and facilitating referrals, teachers ensure children receive timely, effective intervention.

In Conclusion...

Supporting a child with possible autism requires patience, creativity, and collaboration. When teachers understand what to look for and how to respond, they help children thrive, strengthen families, and enrich classrooms. Trust your professional experience—your observations could be the first step in helping a child build a supported and successful future.