In children with Autism Spectrum Disorder (ASD), a phenomenon often referred to as “regression” can be observed, typically between the ages of 15 to 30 months. During this period, some children may lose previously acquired skills, particularly in language and social interactions. However, this “regression” should not be viewed as a simple loss of skills but rather as a cognitive trade-off necessary for the brain’s adaptation and development.

Brain Development from 9 to 24 Months

During the first two years of life, a child’s brain undergoes significant changes:

1. 9 to 12 Months:
   • Motor Skills: Development of crawling, standing, and initial steps. Fine motor skills improve, allowing for better object manipulation.
   • Cognitive Skills: Object permanence is understood. Imitation and early problem-solving skills begin to emerge.
   • Social and Emotional Skills: Strengthening of attachment bonds, increased interaction with caregivers, and early social communication attempts.
2. 12 to 18 Months:
   • Motor Skills: Walking becomes more stable. Fine motor skills continue to develop, enabling tasks like stacking blocks or scribbling.
   • Cognitive Skills: Rapid vocabulary growth, though not uniform across all children. Increased exploration and curiosity.
   • Social Skills: More complex interactions with caregivers and peers. Early signs of empathy and understanding of social norms.
3. 18 to 24 Months:
   • Motor Skills: Running, climbing, and improved coordination. Fine motor skills include drawing shapes and using utensils.
   • Cognitive Skills: Further language development, though some children may show variability. Improved memory and recognition skills.
   • Social Skills: More sophisticated play, including pretend play. Increased independence and assertion of preferences.

The Concept of Cognitive Trade-Off

The term “regression” suggests a loss of previously acquired skills. However, it is more accurate to describe this as a cognitive trade-off. Here’s how it works:

1. Resource Allocation:
   • The brain has a finite amount of resources (neural energy, attention, etc.) to allocate toward various developmental tasks.
   • During periods of intense growth, such as the development of motor skills or sensory processing, the brain may prioritize these areas over others, such as language.
2. Sensory Overload and Filtering:
   • Children with autism often experience the world differently, with sensory information being overwhelming and unfiltered.
   • To manage this influx of information, the brain may divert resources to developing coping mechanisms, such as sensory processing strategies, at the expense of language skills.
3. Neural Pruning and Connectivity:
   • Neural pruning is a natural process where the brain eliminates excess neurons and synapses to increase efficiency.
   • This process is critical in focusing on the most important skills for survival and adaptation at a given developmental stage.

Cognitive Trade-Off in Action

During the so-called regression period:

• Language Skills: Children may appear to lose language skills as their brain focuses on other critical areas.
• Motor Skills and Sensory Processing: These may develop more rapidly as the brain works on filtering and managing sensory input.
• Social Skills: Interactions may change as the child prioritizes understanding and navigating their environment.

Conclusion

Understanding “regression” as a cognitive trade-off rather than a loss can shift our perspective on autism. It highlights the brain’s adaptability and prioritization in response to the unique needs of a developing child with autism. By acknowledging this, caregivers and professionals can better support children’s development, focusing on creating environments that minimize sensory overload and encourage balanced growth across all areas.