Early Detection of Autism Spectrum Disorders when the caregiver looks at an object or event. This development milestone is called"gaze monitoring". Around 10-12 months of age the child can follow the caregivers point and can look back at the caregiver. At approximately 12-14 months the child will request for objects by pointing In detail, the child will look back and forth between the object and caregiver to reassure that the caregiver understands his or her need, so called protoimperative point At 14-16 months when the protodeclarative pointing develops, the child will look alternatively between the object and the caregiver. The goal is to share social experience, not the desired object ohnson Myers, 2007). Other nonverbal gestures, including facial expression, usually help discriminate the difference between these two types of pointing Children with ASDs can not achieve these skills at an age-expected time or some can achieve he skill completely. Some children pointing at all but use their caregivers hands point to the desired object. Some children look the object but do not look at the caregiver to connect socially. a study in infant siblings of children with ASDs stated that the inability to shift one's attention(between child, parent nd object) may be the first reliable sign of ASDs(Zwaigenbaum et al, 2005). In brief, lack of or delayed JA skill that is discrepant from overall functioning is a core feature of the ASDs Since JA skills may not be observed in typically developing children younger than 1 year of age, responding to their name being called is a skill that the child should achieve. Children with ASDs usually fail to respond to their name being called. Some children with ASDs may respond to environmental sounds well enough to reassure the caregivers that their children can hear. Home videos of 1-year-old children who later were diagnosed with ASDs found that orienting to name being called is one of the most consistent deficits for affected children at that age(Baranek, 1999; Osterling &z Dawson, 1994) Delay in play skills is one of the features associated with diagnosis of ASDs. In respective order, play starts with sensory-motor, functional, constructive, and pretend or imaginary play. In typically developing children, approximately 4 months old, sensory-motor play begins. At 12-14 months of age, the child plays in a more functional manner. Pretend play starts around 16-18 months of age and increases gradually in complexity. Lack of or delay in pretend play or play that never passes the sensory-motor play stage serves as a distinguishing characteristic of ASDs. Although, some children with ASDs progress to functional play, the quality of play is significantly different from typically developing children by around age 2 years i.e. play is less purposeful, less symbolic and less in complexity(McDonough et al., 1997; Sigman et al., 1999; Stone et al., 1990). Some children with ASDs play or manipulate objects in a stereotypic or ritualistic manner such as lining up, banging, and mouthing objects. They usually prefer playing alone and have trouble incorporating into social play. This sophisticated social play may not develop which further worsen social skills development Although, there is a possibility to detect social skills deficits in children younger than 1 year of age, the reliability remain problematic before 18 months(Rutter, 2006). Specia consideration should focus on gaze monitoring, joint attention, responding to being called by name, and play skills 3. 2 Early language skills deficits enerally, absence of language skills appears at around age 2, which may lead to diagnosis of ASDs. In order to diagnose of ASDs earlier, delay in language development should beEarly Detection of Autism Spectrum Disorders 5 when the caregiver looks at an object or event. This development milestone is called “gaze monitoring”. Around 10-12 months of age the child can follow the caregiver’s point and can look back at the caregiver. At approximately 12-14 months the child will request for objects by pointing. In detail, the child will look back and forth between the object and caregiver to reassure that the caregiver understands his or her need, so called protoimperative pointing. At 14-16 months when the protodeclarative pointing develops, the child will look alternatively between the object and the caregiver. The goal is to share social experience, not the desired object (Johnson & Myers, 2007). Other nonverbal gestures, including facial expression, usually help discriminate the difference between these two types of pointing. Children with ASDs can not achieve these skills at an age-expected time or some can achieve partially but do not qualitatively achieve the skill completely. Some children may have no pointing at all but use their caregivers’ hands point to the desired object. Some children look at the object but do not look at the caregiver to connect socially. A study in infant siblings of children with ASDs stated that the inability to shift one’s attention (between child, parent and object) may be the first reliable sign of ASDs (Zwaigenbaum et al., 2005). In brief, lack of or delayed JA skill that is discrepant from overall functioning is a core feature of the ASDs diagnosis. Since JA skills may not be observed in typically developing children younger than 1 year of age, responding to their name being called is a skill that the child should achieve. Children with ASDs usually fail to respond to their name being called. Some children with ASDs may respond to environmental sounds well enough to reassure the caregivers that their children can hear. Home videos of 1-year-old children who later were diagnosed with ASDs found that orienting to name being called is one of the most consistent deficits for affected children at that age (Baranek, 1999; Osterling & Dawson, 1994). Delay in play skills is one of the features associated with diagnosis of ASDs. In respective order, play starts with sensory-motor, functional, constructive, and pretend or imaginary play. In typically developing children, approximately 4 months old, sensory-motor play begins. At 12-14 months of age, the child plays in a more functional manner. Pretend play starts around 16-18 months of age and increases gradually in complexity. Lack of or delay in pretend play or play that never passes the sensory-motor play stage serves as a distinguishing characteristic of ASDs. Although, some children with ASDs progress to functional play, the quality of play is significantly different from typically developing children by around age 2 years i.e. play is less purposeful, less symbolic and less in complexity (McDonough et al., 1997; Sigman et al., 1999; Stone et al., 1990). Some children with ASDs play or manipulate objects in a stereotypic or ritualistic manner such as lining up, banging, and mouthing objects. They usually prefer playing alone and have trouble incorporating into social play. This sophisticated social play may not develop which further worsen social skills development. Although, there is a possibility to detect social skills deficits in children younger than 1 year of age, the reliability remain problematic before 18 months (Rutter, 2006). Special consideration should focus on gaze monitoring, joint attention, responding to being called by name, and play skills. 3.2 Early language skills deficits Generally, absence of language skills appears at around age 2, which may lead to diagnosis of ASDs. In order to diagnose of ASDs earlier, delay in language development should be