Guide to Choosing the Right Support for Children Suspected of Having Autism
Published on Berita Harian: 15 October 2026, 05:30AM
Translated into English from the original Malay article
When Should Parents Seek Early Intervention for Autism?
Every child develops at their own pace, but there are clear warning signs that require prompt attention.
These include not babbling by 12 months of age and losing previously acquired language or social skills.
If you observe these signs, consider seeking support early rather than waiting for a formal diagnosis.
When Parents Feel That “Something Is Different”
A wait-and-see approach can sometimes delay important support.
Research shows that early intervention, especially between the ages of two and six, can support improvements in communication, behaviour and learning.
Starting early provides more opportunities to support your child’s learning and development during important stages of brain development.
Parents know their children best. If you sense that something is different about your child’s development, you may be picking up on meaningful signs, even before a formal diagnosis is given.
Key Warning Signs to Look Out For
1. Communication Delays
Not babbling by 12 months, not using single words by 16 months, or not using two-word phrases by 24 months.
2. Limited Eye Contact or Social Engagement
Not responding when their name is called, avoiding eye contact, or showing little interest in playing with others.
3. Repetitive Behaviours
Flapping hands, rocking the body, lining up toys, or displaying an intense focus on particular objects.
4. Sensory Sensitivities
Overreacting to sounds, textures or light, or appearing unusually insensitive to pain or temperature.
5. Difficulty with Transitions
Experiencing significant distress when routines change or struggling to move from one activity to another.
6. Loss of Skills
A child who previously spoke or interacted socially but suddenly stops doing so.
Keep a record of your observations, including when the behaviours occur, how long they last and what triggers them.
This information will be very useful when you consult a professional.
Think of Professional Guidance as a Conversation
Many parents worry that meeting with a professional means labelling their child or committing to years of therapy.
That is not the case.
Seeking professional guidance is simply a way to better understand your child’s needs and explore available support options.
Developmental screening or assessment can help you understand:
Your child's strengths and challenges.
Whether their developmental delays fall within the typical range or indicate a need for specialised support.
The options available, including therapy, school accommodations or strategies to use at home.
You remain in control.
A diagnosis or assessment can help you access subsidies, school support and specialised services, but it does not define who your child is.
Starting therapy does not mean committing to it for life. You can explore a programme, monitor your child’s progress and make changes when necessary.
Think of professional guidance as an opportunity to explore your options, rather than a decision you must commit to immediately. The aim is to help you make informed choices that best support your child, while leaving the final decisions in your hands.
A Guide to Choosing an Early Intervention Provider
Choosing a service provider is one of the most important decisions a family will make.
Here are some key questions to ask:
1. What approach do you use?
Is it evidence-based? How is it tailored to neurodivergent learners?
2. How do you involve parents?
Do you offer parent training, home-based sessions or regular consultations?
3. How are goals established?
Are they tailored to my child's strengths and my family's priorities, or are the same goals used for every child?
4. How do you track progress?
Do you provide weekly data, videos or reports so I can see tangible improvements?
5. What are your therapists' qualifications?
How often do they receive supervision and ongoing training?
6. What is the therapist-to-child ratio?
Is therapy conducted individually or in groups?
7. What happens if my child stops making progress?
How do you adapt the programme if my child is not responding?
8. What are the costs and available subsidies?
Are there any hidden charges? What government assistance can I apply for?
Do not be afraid to visit several centres, observe sessions and ask for testimonials from other parents.
A suitable service provider will welcome your questions.
What Progress Can You Expect?
Real progress is not limited to what happens in the therapy room. It also involves how skills are applied in everyday life.
Here are what families can realistically expect.
1. Communication
A non-speaking child may begin using gestures, pictures or single words to make requests. A child who already speaks may learn to ask questions, engage in brief conversations or express emotions verbally.
2. Emotional Regulation
Emotional outbursts may become less frequent or less intense. Children learn to use coping strategies, such as asking for a break or using sensory tools, instead of allowing situations to escalate.
3. Independence
Skills such as dressing, using the toilet, eating or packing a school bag become easier, with fewer prompts or less assistance.
4. School Participation
Children may learn to stay on task until a lesson is completed, follow simple instructions, wait for their turn or play with peers without continuous adult support.
5. Family Life
Mealtimes may become calmer. Transitions, such as leaving the house or going to bed, may require less persuasion and negotiation. Siblings may be able to play together with fewer conflicts.
Progress may not always be noticeable or follow a steady path. Some weeks, you may see significant improvements, while in others, your child’s progress may slow down or temporarily regress due to illness, changes in routine or sensory overload.
These fluctuations can be part of the developmental journey. What matters most is the overall progress your child makes over several months, rather than the changes observed over just a few days.
Written by Jeremy Lee, Co-founder of Healis Autism Centre
Reference
Lee, J. (2026, October 15). Panduan pilih sokongan tepat bagi anak disyaki alami autisme [A guide to choosing the right support for a child suspected of having autism]. Berita Harian. https://www.beritaharian.sg/gaya-hidup/panduan-pilih-sokongan-tepat-bagi-anak-disyaki-alami-autisme
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