Do Autistic Toddlers Cry a Lot? What Parents Should Know

The research reviewed in this article does not establish that children with autism generally cry more than other children. Crying is one of the earliest ways babies communicate.   

A child may cry because they are hungry, tired, uncomfortable, in pain, frustrated, or seeking comfort. Young children may also cry when a situation feels overwhelming.  

For some autistic children, communication or sensory differences may affect how and when they cry. However, crying alone is not a reliable sign of autism spectrum disorder (ASD). Parents and caregivers should consider a child’s overall development rather than focusing on one behavior. 

Why Do Babies and Toddlers Cry? 

Before babies develop words, crying helps them communicate with caregivers. According to Viragova and O’Curry (2021), crying is an important form of communication during infancy. Babies’ cries can alert caregivers to needs or discomfort.  

As children develop, they often begin using sounds, gestures, facial expressions, and words to express themselves. A child might point toward an object, reach for a caregiver, make sounds, or use a word to request something. 

Toddlers may cry when their communication skills do not yet match what they want to express. For example, a child may know which toy they want but not have the words or gestures to ask for it. 

The child may cry because they feel frustrated. This does not mean the crying indicates autism. Temperament, sleep, illness, discomfort, developmental stage, and changes in routine can also affect crying. These factors may apply to autistic and nonautistic children. 

Why Might an Autistic Child Cry? 

An autistic child may cry for many of the same reasons as any other child. The American Psychiatric Association (2022) describes autism spectrum disorder as involving differences in social communication and social interaction, along with restricted or repetitive patterns of behavior or interests. 

Communication and Frustration 

Some autistic children communicate through spoken language. Others may use gestures, pictures, devices, sounds, or behavior. If a child cannot easily communicate hunger, pain, fear, or frustration, crying may become one way to express that need.  

A caregiver can consider what happened before the child began crying. The child may be trying to request an object, ask for help, stop an activity, or take a break. 

Sensory Experiences and Changes in Routine 

Sensory experiences may also contribute to distress. Loud sounds, bright lights, crowded spaces, certain textures, or unexpected touch may feel uncomfortable to some autistic children.   

Crying in these situations may communicate discomfort or a need for a quieter space. Changes in routine may also be difficult for some children.  

A delayed meal, different route, unfamiliar room, or unexpected activity can cause distress. Caregivers can consider what the child may be experiencing or communicating. 

The child may need more time to understand the change. The child may also benefit from a calmer setting or a clear explanation of what will happen next. 

What Does Research Say About Autism and Crying? 

Researchers have studied whether certain features of babies’ cries may be associated with an elevated likelihood of autism. Most of this research examines how cries sound rather than how often a child cries. 

A systematic review and meta-analysis by Pusil et al. (2025) examined cry analysis as a possible approach to early autism identification. The researchers reviewed acoustic characteristics such as fundamental frequency, cry duration, phonation, amplitude, and voice quality. 

What Researchers Measure in Babies’ Cries 

Researchers may examine several acoustic features: 

• Fundamental frequency: A measurement related to the perceived pitch of a cry 
• Cry duration: How long a cry or cry sound lasts 
• Phonation: How the voice produces sound 
• Amplitude: A measurement related to sound intensity 
• Voice quality: Characteristics such as clarity or irregularity 
• Variability: How much the features of a cry change 

Researchers use specialized tools to measure these features. Parents and caregivers cannot reliably evaluate them by listening to a child cry. 

What Studies Have Found 

Sheinkopf et al. (2012) compared pain-related and non-pain-related cries among 6-month-old infants with elevated and lower likelihoods of ASD. The elevated-likelihood infants produced pain-related cries with a higher and more variable fundamental frequency. 

A small subset of the infants was later classified with ASD at 36 months. According to Sheinkopf et al. (2012), those infants had some of the highest fundamental-frequency measurements for pain-related and non-pain-related cries.  

They also produced more poorly phonated cries than infants who were not classified with ASD. Esposito et al. (2014) examined expressions of distress during the separation phase of the Strange Situation procedure among infant siblings with an elevated likelihood of ASD.   

Because the study examined distress within a specific research procedure, its findings should not be used to determine whether an individual child is autistic. In a broader review, Pusil et al. (2025) examined whether cry analysis might contribute to early autism identification. However, cry analysis remains an area of research. Its predictive and clinical value has not been established. 

What the Research Does Not Show 

The research by Sheinkopf et al. (2012), Esposito et al. (2014), and Pusil et al. (2025) does not establish that autistic toddlers generally cry more or less than other toddlers. These studies focus primarily on possible differences in the sound, quality, structure, or expression of cries.  

The findings also do not mean that a high-pitched cry is a recognizable sign of autism. The studies report findings across research groups and cannot determine whether an individual child is autistic.  

Cry analysis is not an established stand-alone screening or diagnostic tool. Parents should not try to identify autism based on how a child’s cry sounds. 

Is Frequent Crying One of the Early Signs of Autism? 

Frequent crying alone is not one of the established early signs of autism. Autism-related traits and support needs can look different from child to child, including for children described as having type 2 autism. When providers consider possible signs of autism, they review a broader pattern of child development and behavior. 

Developmental Areas a Provider May Review 

According to the American Psychiatric Association (2022), autism involves patterns related to social communication, social interaction, behavior, and interests. A provider may review areas such as: 

• Social communication 
• Social interactions 
• Spoken and nonspoken communication 
• Gestures and facial expressions 
• Play and interests 
• Repetitive behaviors 
• Responses to sensory input 
• Adjustment to changes and transitions 

A medical autism evaluation considers a child’s development, communication, social interaction, and behavior across settings. ESSC content also distinguishes this broader clinical evaluation from an educational determination made by a school. 

Why One Behavior Is Not Enough 

A single behavior cannot confirm autism. Crying, eye contact, facial expressions, or repetitive behaviors should not be considered alone. For example, a caregiver may notice differences in how a child communicates needs, shares attention, responds during social interactions, or uses gestures. 

These observations can be helpful when discussing child development with a provider. They do not provide a diagnosis by themselves. 

The phrase “warning signs” can sound more certain or alarming than the evidence supports. It is often more accurate to discuss developmental differences or possible signs that a provider can review. 

Child Development During the Toddler Years 

At 12 months of age, 18 months, and 24 months, children may differ in how they use words, sounds, gestures, play, eye contact, and facial expressions. Development should be considered as a whole rather than judged from one behavior (American Psychiatric Association, 2022).  

Parents do not need to wait for a certain age to discuss concerns. A pediatrician or another qualified provider can review the child’s developmental history and decide whether screening or further evaluation may be appropriate. 

When Should a Child Be Screened for Autism? 

Parents can discuss developmental screening with their child’s pediatrician whenever they have concerns. These concerns may involve communication, behavior, play, sensory responses, repetitive behaviors, or social interactions. 

Screening is not the same as diagnosis. Screening helps identify whether a young child may benefit from a more complete evaluation. A diagnosis requires a broader assessment by a qualified medical or clinical provider (American Psychiatric Association, 2022).   

If a caregiver is concerned mainly about crying, a provider can also consider other possible causes. These may include pain, illness, sleep difficulties, feeding concerns, or discomfort (Viragova & O’Curry, 2021). 

How Can Caregivers Respond When a Child Cries? 

When a child cries, first consider what the child may need. Look at what happened before the crying and what helps the child recover. 

Caregivers can ask: 

• Is the child hungry, tired, ill, or uncomfortable? 
• Did something change unexpectedly? 
• Is the environment loud, bright, crowded, or overwhelming? 
• Is the child trying to request an object, activity, or break? 
• Does the child need more time to process what is happening? 
• Does the crying follow a consistent pattern? 

Keeping brief notes may help caregivers notice patterns. The goal is not to stop all crying. The goal is to understand what the child may be communicating. 

When Should Parents Contact a Provider? 

Talk with your child’s pediatrician if you have concerns about crying, communication, social interaction, sensory responses, repetitive behaviors, or overall development. Seek prompt medical guidance if crying begins suddenly, is unusually intense, is difficult to soothe, or occurs with signs of illness, injury, or pain. 

About Easterseals Southern California’s Autism Services 

Easterseals Southern California supports autistic people and their families through individualized services. Depending on the person’s needs, services may support communication, daily routines, sensory needs, independence, safety, and participation. To learn more or access support, visit Easterseals Southern California’s Autism Services page 

References

• American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
• Esposito, G., del Carmen Rostagno, M., Venuti, P., Haltigan, J. D., & Messinger, D. S. (2014). Brief report: Atypical expression of distress during the separation phase of the Strange Situation procedure in infant siblings at high risk for ASD. Journal of Autism and Developmental Disorders, 44, 975–980. https://doi.org/10.1007/s10803-013-1940-6
• Pusil, S., Laguna, A., Chino, B., Zegarra, J. A., & Orlandi, S. (2025). Early identification of autism using cry analysis: A systematic review and meta-analysis of retrospective and prospective studies. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-025-06757-4
• Sheinkopf, S. J., Iverson, J. M., Rinaldi, M. L., & Lester, B. M. (2012). Atypical cry acoustics in 6-month-old infants at risk for autism spectrum disorder. Autism Research, 5(5), 331–339. https://doi.org/10.1002/aur.1244
• Viragova, M., & O’Curry, S. (2021). Understanding persistent crying in infancy. Paediatrics and Child Health, 31(3), 116–121. https://doi.org/10.1016/j.paed.2020.12.004