Eye contact is a foundational social behavior that develops early in life and serves as a significant milestone in typical development. Observing how a toddler uses their eyes to communicate can be an important indicator of social progression. This article addresses the specific patterns of gaze and social attention commonly observed in toddlers who are on the Autism Spectrum.
Eye Contact and the Autism Spectrum
It is common for toddlers with Autism Spectrum Disorder (ASD) to display reduced or inconsistent eye contact compared to their typically developing peers. This difference in gaze behavior is frequently cited as an early indicator that may prompt developmental screening. However, ASD should never be determined by a single behavior.
For some, eye contact avoidance is near-total, meaning the child rarely meets a caregiver’s gaze during interactions. Other toddlers may make fleeting or brief eye contact, but they often lack the reciprocal social intention. The quality of shared attention matters more than the quantity of looking, as shared attention involves coordinating a look between a person and an object. Children who later receive an ASD diagnosis often show a reduction in this gaze-following behavior.
A reduction in eye gaze during the first six months of life has been shown to correlate with the severity of later social difficulties. This atypical pattern of visual attention also extends beyond direct gaze to how a toddler tracks objects or responds to a parent’s pointing gesture. While a lack of eye contact can be a symptom of other issues, its presence alongside challenges in social communication and restricted, repetitive behaviors suggests ASD.
The Underlying Reasons for Eye Contact Differences
The challenges with eye contact for toddlers with ASD are rooted in differences in how their brains process social and sensory information. One prominent explanation is the sensory processing hypothesis, suggesting that direct eye contact can be an overwhelming sensory experience. The high level of stimuli from direct gaze can feel intense, unpleasant, or even physically painful for some autistic individuals.
Neuroimaging studies show that when children with ASD are presented with direct eye contact, they may exhibit atypical activation in brain regions associated with emotional response. Specifically, the amygdala, which processes fear and threat, can show heightened activity. Avoiding eye contact may function as an adaptive strategy to reduce this hyperarousal and discomfort. This avoidance, however, interferes with the ability to process facial cues, expressions, and intentions essential for social learning.
A second mechanism involves differences in social motivation and reward processing. Unlike neurotypical children who find inherent reward in social engagement, some children with ASD may not find shared gaze or facial expressions intrinsically motivating. This difference means they are less likely to initiate or maintain eye contact because the positive reinforcement loop is not as strong. A reduced interest in this social reward naturally leads to less looking at faces.
Strategies for Encouraging Joint Attention
Instead of attempting to force direct eye contact, a more constructive approach is to focus on encouraging joint attention—the shared focus between two people on an object or event. This approach prioritizes shared connection and engagement over compliance with a social norm. Parents should start by following the child’s lead in play, joining their focus on whatever activity has already captured their interest.
Positioning yourself slightly to the side of the child, rather than directly face-to-face, creates a lower-demand environment for interaction. This reduces the pressure of direct confrontation while still allowing moments of shared gaze to occur naturally. Using engaging, highly motivating objects can help create shared moments of joy, such as:
- Bubbles.
- Wind-up toys.
- Simple cause-and-effect toys.
When the child looks at the object, the parent can briefly look at the object, then quickly look back at the child to share the moment, modeling the joint attention behavior.
Interactive “people games” that do not rely on toys are highly effective for encouraging shared enjoyment. Simple routines create turn-taking and anticipation, naturally drawing a child’s attention to the parent’s face. Examples of these routines include:
- Peek-a-Boo.
- Tickle games.
- Singing action songs.
Parents should use animated facial expressions, sounds, and gestures to highlight objects of interest. The goal is to make the interaction fun and non-stressful, allowing the child to connect with the parent without the overwhelming demand of sustained eye contact.