Free Online Autism Test For Toddlers & Preschoolers – 2026 Release

Every scored question in this screening has five response options, each assigned a value from 0 to 4. A score of 0 means the behavior described is consistent with typical neurological development for that age. A score of 4 means the behavior described is the strongest autistic marker for that question. Scores of 1, 2, and 3 reflect increasing degrees of the trait.

The scoring direction is consistent throughout the entire screening: lower scores always reflect more neurotypical patterns, and higher scores always reflect stronger autistic markers. This means a parent's total score is always a meaningful and directionally consistent number.

There are 22 scored questions in total, each with a maximum of 4 points, giving an overall total out of 88.

The 22 questions are organized across five developmental domains, each representing a distinct area of a toddler's neurological and social development. These five domains align directly with the core assessment areas in the DSM-5 and major autism diagnostic instruments.

Social Interaction (6 questions, max 24 points) measures how your child shares attention, responds to their name, initiates interaction, and reads social signals from others.

Communication and Verbal Skills (5 questions, max 20 points) measures vocabulary, speech clarity, echolalia, communication initiation, and language regression.

Behavior and Emotional Regulation (5 questions, max 20 points) measures sensitivity to routine change, repetitive movements (stimming), object arranging, focused interests, and sensory reactivity.

Play and Sensory Skills (4 questions, max 16 points) measures imaginative play, peer interaction, multi-step instruction following, and social referencing.

Self-Care and Toilet Readiness (2 questions, max 8 points) measures your child's awareness of their toileting needs and how they manage everyday hygiene and self-care routines.

The overall screening score is the sum of all 22 question responses, producing a total out of 88. This is calculated automatically when you complete the screening.

The raw score is then converted to a percentage of the 88-point maximum, and that percentage is used to place your child's result into one of five overall result bands -- from Few Autistic Traits Identified at the lower end to Extensive Autistic Traits Present at the higher end.

The overall score gives a broad view of how many autistic traits were identified across all five areas combined. For a more detailed picture -- which areas scored higher and which scored lower -- the developmental area scores are displayed separately in the results.

Each developmental area is scored independently as a percentage of its own maximum. For example, if your child scores 15 out of 24 in Social Interaction, that area shows 63% -- placing it in the Elevated range. A child can score very differently across areas: one domain might be Minimal while another is High.

This domain breakdown is one of the most useful parts of the screening results because it tells you where your child's autistic traits are most prominent, not just how many there are overall. Different domains call for different types of support: high scores in Communication may point toward speech-language pathology, while high scores in Behavior may point toward occupational therapy and sensory-based strategies.

Each area is labeled with one of five levels: Minimal, Mild, Moderate, Elevated, or High -- explained in detail in the section below.

Your responses suggest your child's developmental profile closely aligns with neurotypical patterns for their age. Across the five areas assessed -- social interaction, communication, behavior, play, and self-care -- most behaviors are consistent with what is typically expected for a toddler in this age range.

This result does not rule out the possibility of autism entirely; every child presents differently, and a screening is always one data point rather than a definitive conclusion. However, at this time, the screening has not identified a prominent autistic profile.

• Continue regular well-child visits and share any new observations with your pediatrician.
• Revisit this screening in 6 to 12 months, or sooner if new behavioral patterns emerge.
• Explore the Autism360 app's resource library to stay informed about developmental milestones.

A few responses suggest some autistic traits may be present in your child's developmental profile. This is not cause for alarm -- many autistic people lead rich, fulfilling lives, and early awareness is genuinely a strength, not a setback. At this band, traits are present but not prominent across all areas.

The most valuable next step is a brief conversation with your child's pediatrician. Early discussions are always beneficial and carry no downside -- they open a channel for monitoring and, if needed, timely referral.

• Mention your specific observations to your pediatrician at your child's next well-child visit.
• Keep a brief log of behaviors or patterns you notice, including when and how often they occur.
• Start building your knowledge now -- the Autism360 app gives you practical tools and expert guidance to support your child today, without waiting.

Several autistic traits appear across one or more of your child's developmental areas. Understanding your child's neurological profile early is one of the most powerful things you can do as a parent -- it connects you with the right support, tools, and communities at the stage when they can make the greatest difference.

At this level, a developmental consultation is recommended. A developmental pediatrician or psychologist can carry out a comprehensive assessment that gives you a clear, clinically grounded picture of your child's profile and the support they may benefit from.

• Ask your pediatrician for a referral to a developmental pediatrician or psychologist.
• A speech-language pathology evaluation may also be valuable -- especially if Communication and Verbal Skills scored high.
• Start using the Autism360 app now. You do not need a diagnosis to begin building skills and strategies with your child today.

Many autistic traits are present across the screening, spanning multiple developmental areas. It is important to know that early identification is not a negative outcome -- it is the opening of a door. Families who understand their child's profile early are better equipped to access tailored support, advocate for accommodations, and connect with communities who truly understand.

At this level, seeking an evaluation from a developmental specialist is recommended promptly. Early support services are specifically designed to help children at this stage, and the earlier support begins, the more meaningful its impact.

• Contact your pediatrician promptly to request a referral to a developmental specialist or autism assessment team.
• Ask your local health authority about early support services -- many are available before a formal diagnosis is confirmed.
• The Autism360 app gives you immediate access to clinician-built courses, behavior tracking, and expert guidance while you wait for an assessment.

Your responses suggest a strong autistic profile across multiple developmental areas. This result indicates that your child's developmental patterns differ significantly from neurotypical expectations across most of the four areas measured. Early identification at this level is genuinely empowering: it unlocks access to the right therapies, educational accommodations, and support communities that can make a lasting difference.

You are not alone. Hundreds of thousands of families around the world are on this exact journey, and with the right support, autistic children thrive.

• Contact your pediatrician for an urgent referral to an autism-experienced developmental team -- do not wait for a routine appointment.
• Ask about early support programs in your area; they are specifically designed to support children at this stage and often do not require a formal diagnosis to begin.
• Start the Autism360 app today. Every day you support your child's development matters -- you do not need to wait for a diagnosis to begin.

A Minimal score in a developmental area means that autistic traits are not prominent in this domain at this time. Your child's responses in these questions align closely with typical developmental expectations for their age group.

A Minimal domain score does not generate a support recommendation for that specific area -- it indicates that this is not currently a priority focus. Continue monitoring and revisit the screening as your child develops.

A Mild score means some autistic traits are present in this developmental area. These traits are worth monitoring and mentioning to your child's pediatrician, but on their own they do not indicate urgent concern. Many children with Mild domain scores develop with minimal or no formal intervention.

The most valuable step is to build your own knowledge and skills in this area so you can support your child proactively. Learning strategies specific to this domain -- whether that is communication, sensory regulation, or play-based learning -- can meaningfully close developmental gaps before they widen.

• Note which specific questions in this area scored highest and bring them to your next pediatrician visit.
• Explore the Autism360 app's video library and courses for strategies specific to this developmental area.
• Consider using the Daily Diary feature to track patterns over time in this area.

A Moderate score means a meaningful cluster of autistic traits is present in this developmental area. This level warrants a proactive conversation with your pediatrician, and may benefit from a specialist evaluation depending on how it combines with your overall result and other domain scores.

At this level, practical support strategies for this specific domain are particularly valuable. The right tools -- whether visual schedules, communication supports, sensory strategies, or structured play activities -- can reduce daily friction and build your child's skills meaningfully.

• Ask your pediatrician about this specific domain and whether a referral is warranted.
• Use the Autism360 app to access clinician-built courses and expert strategies targeted at this developmental area.
• Submit an Ask a Therapist question through the app to get a personalized plan for supporting this area at home.

An Elevated score means significant autistic traits are present in this developmental area. This is a domain that should be a clear focus when seeking professional evaluation, and it is where targeted support will likely have the most meaningful impact on your child's day-to-day experience and long-term development.

If your overall result is also at the Several Traits, High Markers, or Extensive Traits band, an Elevated domain score strengthens the case for urgent professional assessment. If your overall result is lower but one domain is Elevated, discuss this specific area with your pediatrician.

• Raise this specific domain with your pediatrician and ask for a referral to the appropriate specialist (developmental pediatrician, speech-language pathologist, or occupational therapist).
• Use the Autism360 app to access structured courses and expert video guides focused on this developmental area while you wait for an assessment.
• Ask a therapist through the app for a tailored home support plan for this specific domain.

A High score means strong autistic traits are present throughout this developmental domain. Almost every question in this area returned a score indicating autistic patterns. This domain should be treated as a priority focus in any professional evaluation and is where early, targeted support will have the most transformative impact.

A High domain score does not tell you what your child cannot do -- it tells you where your child most needs understanding, accommodation, and the right kind of support. With the right strategies and professionals in place, children with High domain scores make extraordinary progress.

• Make this domain a specific talking point when speaking with your pediatrician -- mention it by name and describe the specific behaviors you are observing.
• Begin using targeted support strategies immediately through the Autism360 app -- courses, expert video guides, and Ask a Therapist are all available without a diagnosis.
• Use the Circle of Care feature to align home and school strategies for this area, so your child receives consistent support across every environment.

Responding to one's own name is among the earliest and most clinically significant social communication milestones in toddler development, typically well-established by 12 months. The M-CHAT-R/F (Modified Checklist for Autism in Toddlers) includes name response as a critical item because inconsistent or absent response is one of the most reliable early behavioral indicators associated with autism. It reflects how a child is prioritizing and processing social stimuli -- hearing their name and recognizing it as a social signal that requires a response. It is important to note that many factors can influence name response, including hearing ability, attention, and individual developmental pace, which is why it is always assessed as one data point within a broader developmental picture.

Eye contact is one of the most discussed traits in autism screening, and also one of the most misunderstood. Autistic people do not "lack" eye contact -- rather, they often experience direct eye contact differently, and for many it can feel overwhelming, overstimulating, or simply less intuitive than it does for neurotypical peers. Research in autism neuroscience suggests that the neural pathways that make eye contact socially rewarding in neurotypical development may function differently in autistic individuals, making eye contact feel effortful rather than natural. This question assesses the consistency and spontaneity of eye contact as one social communication data point -- not as a measure of connection, intelligence, or affection. Many autistic people make meaningful eye contact and have a deep capacity for connection; this question is about patterns of consistency, not about love or warmth.

This behavior -- known as declarative pointing or joint attention -- is one of the most clinically significant milestones in early autism research. Joint attention means coordinating attention between a person and an object in order to share an experience, and it typically emerges between 9 and 14 months of age. The M-CHAT-R/F and ADOS-2 both include declarative pointing as a critical assessment item because its absence or delay is among the strongest early predictors of autism in toddlers. Joint attention is foundational to social learning and language acquisition -- it is how children begin to understand that other people have minds, perspectives, and shared experiences. This is distinct from "instrumental pointing," which means pointing to request something; the social motivation behind declarative pointing is what makes it developmentally significant.

Reciprocal social smiling -- smiling back when smiled at -- is one of the earliest back-and-forth social interaction milestones, typically present from around 6 to 8 weeks of age and well-established by the toddler years. In autism screening, this behavior reflects a child's engagement with the social feedback loop: they perceive a social signal from a caregiver, process it as meaningful, and respond in kind. The quality, timing, and spontaneity of social smiling are all assessed because autistic children may smile warmly and genuinely, but the reciprocal, prompted response can be less consistent or require more processing time. This question is about the social back-and-forth dynamic of smiling, not about how happy or joyful a child is.

It is a widespread misconception that autistic people lack empathy. Research and lived experience consistently show that many autistic individuals feel empathy deeply -- sometimes more intensely than neurotypical people -- but may express or respond to it in ways that others do not always recognize. This question specifically assesses observable behavioral responses to another person's visible distress, which is distinct from the internal experience of caring. Social referencing of emotional cues is a developmentally significant behavior that typically emerges in the first year of life; it reflects how children are learning to read and use social and emotional information from the people around them. An absence of visible behavioral response does not mean a child does not care -- it may reflect different emotional processing, delayed recognition of social cues, or a different way of expressing concern.

Gesture use forms a critical bridge between pre-verbal and verbal communication, and its development follows a predictable sequence in typical development -- from reaching and lifting arms to be held, to waving, to pointing and nodding. Limited or absent use of communicative gestures is recognized as an early autism indicator in the M-CHAT-R/F and ADOS-2 Module 1, because gestures reflect a child's understanding that their body can convey intentional messages to another person -- a social-cognitive insight that underpins all language development. By 12 months, most children wave bye-bye and reach to be lifted; by 18 months, most point, show objects, and nod or shake their head. This question looks at both the use and the comprehension of gestures, since some children may not produce gestures themselves but still understand and respond to them from others.

Vocabulary size is one of the most closely tracked language milestones in toddler development. By 18 months, most children use at least 10 meaningful words; by 24 months, around 50 or more words and the beginning of two-word combinations; by 36 months, simple sentences are typical. In autism screening, vocabulary size is assessed alongside other social communication markers because language delay alone is not diagnostic of autism -- many autistic children develop language at their own pace, and late talkers frequently catch up. However, when limited vocabulary appears alongside other social communication differences, it forms part of a pattern that warrants professional assessment by a developmental pediatrician or speech-language pathologist. This question also helps families understand whether a referral to a speech-language pathologist may be beneficial, regardless of autism screening outcome.

Speech intelligibility -- how clearly a child's speech can be understood by unfamiliar listeners -- develops progressively through the toddler years. By age 2, familiar adults should understand roughly 50% of what a child says; by age 3, unfamiliar adults should understand around 75%; and by age 4, close to 100%. In autism screening, intelligibility is assessed alongside other communication markers because some autistic children have differences in motor-speech planning, articulation, or prosody (the rhythm and tone of speech) that affect how clearly their words are understood. Difficulty with speech intelligibility can have many causes beyond autism -- including developmental speech delays and phonological difficulties -- and a referral to a speech-language pathologist is beneficial whenever intelligibility falls below expected ranges for age, regardless of screening results.

Echolalia -- repeating words, phrases, or sentences heard from others, TV, books, or conversations -- is a natural, meaningful, and often purposeful communication strategy used by many autistic children and adults. Rather than being a meaningless behavior, echolalia often reflects a gestalt language processing style, where the child processes and stores language in whole phrases rather than individual words. There are two types: immediate echolalia (repeating something just heard) and delayed echolalia (repeating something heard hours or days earlier, sometimes called scripting). Research by Barry Prizant and others in autism language science has reframed echolalia as a genuine communication tool that can be functional and purposeful. In autism screening, high frequency of echolalia -- particularly when the majority of a child's speech consists of repeated phrases rather than spontaneous communication -- is one language pattern worth exploring further with a speech-language pathologist.

Initiating communication for social reasons -- to share an observation, express curiosity, comment on something interesting, or simply connect -- is developmentally distinct from communicating only to get needs met. This distinction between instrumental communication (requesting food, a toy, or help) and declarative or expressive communication (sharing and connecting) is clinically significant in autism assessment. Many autistic children communicate effectively and frequently to meet their needs but show less spontaneous social initiation -- fewer moments of pulling a parent over to look at something interesting, fewer comments offered to share experience. This difference reflects how a child is motivated by and processing social communication, and is one of the patterns assessed in the ADOS-2 and included in DSM-5 social communication criteria.

Language or developmental regression -- the loss of skills a child had previously acquired -- is a clinically significant event included in the developmental history criteria for autism assessment. Research suggests that approximately 25 to 30 percent of autistic children experience some form of regression, most commonly between 15 and 30 months of age, often involving words previously used, social engagement behaviors, or play skills. Understanding whether regression has occurred, and to what degree, helps clinicians and developmental specialists build a complete picture of a child's developmental history -- it is not just what a child is doing now, but how they got there. It is important to note that regression does not determine outcome; many children who experience language regression go on to develop strong communication skills with appropriate early support and intervention.

The need for routine and predictability is one of the two core behavioral criteria in the DSM-5 and ICD-11 diagnostic criteria for autism. For many autistic people, routine provides genuine neurological safety -- unpredictability is processed not as inconvenience but as a sensory or cognitive stressor that activates the stress response system. This is not a matter of stubbornness, poor parenting, or inflexibility as a character trait; it is a neurological difference in how the brain predicts and processes change. Understanding the degree to which a toddler is sensitive to routine disruption helps parents anticipate and prepare for transitions, and it points toward practical strategies -- such as visual schedules, advance warnings, and transition objects -- that make daily life significantly more manageable for autistic children and their families.

Repetitive body movements -- commonly referred to as stimming, short for self-stimulatory behavior -- are a natural, often helpful sensory regulation and self-expression strategy used by many autistic people throughout their lives. Common forms include hand-flapping, rocking, spinning, bouncing, and finger-flicking, often occurring when a child is excited, overwhelmed, or processing sensory information. Rather than being a problem behavior to eliminate, stimming is increasingly understood by researchers and autistic self-advocates as a meaningful and functional tool for regulating the nervous system. In autism screening, this question maps how prominently repetitive movements feature in a child's daily profile -- one dimension among several that together build a developmental picture. The goal is never to suppress stimming but to understand it as part of who the child is.

The tendency to arrange, sort, or line up toys and objects in precise, repeating patterns reflects an autistic child's neurological need for order, visual-spatial structure, and predictability. Many autistic children find genuine satisfaction and calm in the act of arranging objects -- it is a form of sensory engagement and self-regulation. The clinical significance in autism screening lies particularly in the intensity of the distress response when these arrangements are disrupted: if a child becomes significantly upset when their carefully organized line is moved, it suggests that the structure carries real neurological importance, not simply habit. This behavior is recognized as an autism-related repetitive behavior in both the DSM-5 and ICD-11, and is a common finding in ADOS-2 observational assessments. Understanding it helps parents respond empathetically and work with, rather than against, a child's need for order.

Deep, focused, and highly specific interests -- commonly called special interests in autistic communities -- are among the most characteristic and positive traits of autism. They are a genuine source of joy, competence, emotional regulation, and identity for many autistic people, and can fuel lifelong expertise and meaningful connection with others who share the interest. In autism screening, this question assesses the intensity and exclusivity of focus: an autistic child's interest in a specific topic often goes well beyond typical childhood enthusiasm, involving encyclopedic knowledge, hours of engagement, and a pull toward that topic that other activities struggle to match. The DSM-5 includes restricted, repetitive interests as a core autism criterion -- not because the interest is a problem, but because its intensity is diagnostically informative. Special interests deserve to be celebrated and supported, not managed away.

Sensory differences -- heightened sensitivity (hypersensitivity) or reduced sensitivity (hyposensitivity) to sensory input -- are experienced by the majority of autistic people and are explicitly listed in the DSM-5 diagnostic criteria for autism spectrum disorder. Sensory experiences that register as minor or background noise for neurotypical people -- a humming air conditioner, the seam of a sock, a fluorescent light, a particular food smell -- can be genuinely overwhelming, painful, or distressing for autistic individuals. Conversely, some autistic children seek out intense sensory input because their nervous system is under-responsive to it. These sensory differences are not overreactions or behavioral choices; they are real neurological differences in how sensory information is processed and filtered. Understanding a child's sensory profile is one of the most practical first steps toward making their daily environment more comfortable, reducing distress, and supporting their overall wellbeing.

Imaginative and pretend play is a developmental milestone tracked in most screening frameworks because it reflects a convergence of language, symbolic thinking, social understanding, and cognitive development. Typical pretend play -- cooking imaginary meals, caring for a doll, playing house or superheroes -- involves symbolic substitution (using one object to represent another), which is a key marker of abstract thinking. Some autistic children engage with play very differently: preferring structured, rule-based, sensory-focused, repetitive, or construction-based play over open-ended pretend scenarios. This is a different play style, not a deficit -- and many autistic adults report rich inner imaginative lives that simply were not expressed through neurotypical pretend play as children. This question notes current play patterns as one developmental data point, not as a judgment of creativity or imagination.

Autistic children may relate to peers in ways that are different rather than absent. Some prefer parallel play -- playing alongside other children without direct interaction -- while others actively seek connection but struggle with the implicit, unspoken rules of peer interaction. Still others genuinely prefer solitary play, which is completely valid as a developmental style. Differences in peer relationships are among the most consistently reported experiences across autistic individuals of all ages, and are included in the ADOS-2 social communication domain and DSM-5 criteria. This question maps a child's current social preferences -- not to pathologize introversion or preference for solitary play, but to understand where a child sits on the social engagement spectrum as one part of their developmental profile. Early support for social communication can make peer relationships more accessible and less anxiety-provoking over time.

Following multi-step instructions requires the coordination of language comprehension, working memory, and sustained attention -- all of which can function differently in autistic children. Some autistic toddlers have strong receptive language (they understand a lot) but process verbal instructions differently, needing additional processing time, visual supports, clearer structure, or a quieter environment to successfully execute multi-step directions. Difficulty with two-step instructions can have many causes beyond autism, including attention differences, auditory processing variation, and developmental language delays. This question provides one developmental data point, not a measure of intelligence or capability. Visual supports, gesture-paired instructions, and breaking directions into individual steps are simple strategies that significantly improve comprehension for many autistic children.

Social referencing -- looking to a trusted caregiver's face or expression to gauge safety or meaning in a new or uncertain situation -- typically emerges around 9 to 12 months as part of joint attention development. It is one of the earliest forms of social learning: a child sees something unfamiliar, looks to the caregiver to read their emotional response, and adjusts their own behavior accordingly. In autism research, differences in social referencing are noted as an early marker because they reflect how a child is using social and emotional information to navigate the world. Children who do not spontaneously look to caregivers in new situations may be processing uncertainty through non-social means -- focusing on the object or environment itself rather than on the caregiver's face for guidance. This is a valid neurological difference, not a lack of trust or attachment.