It is natural for parents to feel worried when their two-year-old is not talking yet.
Language development varies considerably between children, and some children simply develop speech later than their peers. However, a lack of speech at the age of two can also be an indication that a child requires further assessment and support.
Research suggests that approximately 10–20% of young children experience delayed language development, with many going on to catch up naturally, while others have underlying speech, language, hearing, developmental, or neurodevelopmental differences (Reilly et al., 2010; Law et al., 2000).
What Is Typical Language Development at Age 2?
Although every child develops at their own pace, developmental research provides useful milestones.
By 12 months, most children:
- Respond to their name consistently.
- Understand simple words such as “no” and “bye-bye”.
- Use gestures such as pointing, waving and reaching.
- Say one or two meaningful words.
By 18 months, most children:
- Have approximately 10–50 words.
- Use words intentionally to communicate.
- Point to objects they want.
- Follow simple instructions.
- Show interest in sharing experiences with others.
By 24 months, most children:
- Have at least 50 words and often many more.
- Combine two words together, such as “more juice”, “mummy come” or “big car”.
- Understand significantly more words than they can say.
- Follow two-step instructions.
- Use gestures alongside spoken language.
- Enjoy simple conversations and social games.
Importantly, communication involves much more than spoken words. Children who are developing typically communicate through gestures, facial expressions, eye contact, body language and shared attention long before they develop fluent speech.
When Should Parents Be Concerned?
A language delay does not automatically mean a child has autism.
There are many possible causes of delayed speech, including:
- Being a “late talker”.
- Developmental Language Disorder (DLD).
- Hearing difficulties.
- Global developmental delay.
- Learning disability.
- Social communication difficulties.
- Autism spectrum disorder.
However, research consistently identifies a lack of meaningful words by age two as a “red flag” requiring further assessment, particularly when accompanied by other developmental differences (Zwaigenbaum et al., 2015).
The key question is not simply whether a child is talking, but how they communicate overall.
Does Your Child Use Non-Verbal Communication?
Children who are slow to develop speech often compensate by communicating effectively in other ways.
Research has shown that difficulties in both verbal and non-verbal communication are among the earliest signs of autism (Mundy et al., 2007).
Ask yourself:
- Does your child point to things they want?
- Do they point to show you interesting things?
- Do they wave goodbye?
- Do they clap when excited?
- Do they nod for “yes” or shake their head for “no”?
- Do they use facial expressions to communicate feelings?
- Do they raise their arms to be picked up?
By two years of age, most children communicate regularly using a combination of gestures, facial expressions and body language, even if their spoken language is limited.
Joint Attention: A Particularly Important Skill
One of the strongest early indicators of social communication development is “joint attention”.
Joint attention occurs when a child:
- Looks at something interesting.
- Looks back at a parent.
- Tries to share the experience.
For example, a typical two-year-old may point to an aeroplane, then look back at their parent as if to say, “Look at that!”
Research suggests that difficulties with joint attention are among the early indicators of autism (Charman, 2003).
Using an Adult as a Tool
Parents should also observe how their child seeks help.
Some autistic children will take an adult’s hand and use it to obtain a desired object rather than pointing themselves or attempting to communicate their needs in another way.
This is sometimes referred to as “hand-leading” and may indicate differences in social communication development.
How Interested Is Your Child in Other People?
A common myth is that autistic children do not like people.
In reality, many autistic children enjoy being around familiar people. However, they may interact differently.
Typically developing two-year-olds are usually highly motivated by social interaction. Theyoften:
- Enjoy games such as peek-a-boo and chase.
- Bring toys to show parents.
- Seek praise and approval.
- Laugh during social interaction.
- Watch and imitate other children.
Research has found that reduced social engagement during the second year of life may be associated with autism spectrum disorder (Jones & Klin, 2013).
Consider:
- Does your child respond when you enter the room?
- Do they seek you out for comfort?
- Do they enjoy interactive games?
- Do they show family members things they find interesting?
- Do they watch other children and attempt to join in?
While some children are naturally shy, most two-year-olds demonstrate clear social interest in familiar adults and peers.
Repetitive Behaviours and Play Differences
All young children repeat behaviours during learning.
However, autistic children often display repetitive behaviours that are more frequent, intense or unusual than would typically be expected.
Repetitive Behaviours
Research shows that restricted and repetitive behaviours often emerge during the second year of life and form part of the diagnostic criteria for autism.
Examples include:
- Hand flapping.
- Finger flicking.
- Spinning.
- Rocking.
- Repetitive jumping.
- Repeatedly opening and closing doors.
- Watching spinning objects.
Differences in Play
At two years old, most children begin using toys as intended.
For example:
- Feeding a doll.
- Making toy animals walk.
- Pretending to drink from a toy cup.
- Pushing cars and pretending they are driving somewhere.
Autistic children may show a greater interest in the sensory qualities of objects.
Parents may notice:
- Lining toys up repeatedly.
- Sorting objects by colour or shape.
- Stacking objects for prolonged periods.
- Watching wheels spin.
- Filling and emptying containers repeatedly.
- Taking objects apart and putting them back together.
While any one of these behaviours can occur in typical development, a persistent pattern alongside communication difficulties may warrant further assessment.
Sensory Differences in Young Children
Sensory processing differences are now recognised within the DSM-5 criteria for autism.
Research indicates that most autistic children experience some degree of sensory sensitivity or sensory seeking behaviour (Ben-Sasson et al., 2009).
Sensory Seeking Behaviours
Some children seek additional sensory input by:
- Chewing non-food items.
- Licking unusual surfaces.
- Sniffing objects or people.
- Watching lights or spinning objects.
- Seeking tight hugs or pressure.
Sensory Sensitivities
Other children may become distressed by:
- Loud noises.
- Busy environments.
- Certain clothing textures.
- Hair washing or brushing.
- Particular food textures.
- Changes in temperature.
Parents often notice sensory differences before language develops fully.
Could It Be Autism?
A child who is not yet talking at age two is not necessarily autistic.
However, autism becomes more likely when language delay occurs alongside:
- Reduced use of gestures.
- Difficulties with joint attention.
- Reduced social engagement.
- Repetitive behaviours.
- Repetitive play patterns.
- Sensory differences.
- Difficulties coping with change.
Autism is diagnosed based on a pattern of developmental differences rather than any single behaviour.
No individual sign can confirm whether a child is autistic, but a combination of these features should prompt further investigation.
What Should Parents Do Next?
If your child is not yet talking at two years of age, it is important not to adopt a “wait and see” approach without professional advice.
Current evidence consistently shows that early identification and intervention can improve communication outcomes and help children access appropriate support sooner
You should consider:
- Speaking to your health visitor.
- Discussing concerns with your GP.
- Seeking advice from a speech and language therapist.
- Considering an autism screening if your child shows broader social communication differences.
Remember, seeking an assessment is not about placing a label on your child. It is about understanding their strengths, identifying any support needs and ensuring they receive the right help at the earliest opportunity.
If you are concerned about your child’s development, trust your instincts. Parents are often the first people to notice when their child’s development differs from that of their peers, and early concerns are frequently valid and important.
References:
American Academy of Pediatrics (2020) Developmental Surveillance and Screening of Infants and Young Children. Elk Grove Village, IL: American Academy of Pediatrics.
American Psychiatric Association (2013) Diagnostic and Statistical Manual of Mental Disorders. 5th edn. Washington, DC: American Psychiatric Publishing.
Ben-Sasson, A., Hen, L., Fluss, R., Cermak, S.A., Engel-Yeger, B. and Gal, E. (2009) ‘A meta-analysis of sensory modulation symptoms in individuals with autism spectrum disorders’, Journal of Autism and Developmental Disorders, 39(1), pp. 1–11.
Charman, T. (2003) ‘Why is joint attention a pivotal skill in autism?’, Philosophical Transactions of the Royal Society B: Biological Sciences, 358(1430), pp. 315–324.
Jones, W. and Klin, A. (2013) ‘Attention to eyes is present but in decline in 2–6-month-old infants later diagnosed with autism’, Nature, 504(7480), pp. 427–431.
Law, J., Boyle, J., Harris, F., Harkness, A. and Nye, C. (2000) ‘Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature’, International Journal of Language & Communication Disorders, 35(2), pp. 165–188.
Mundy, P., Sullivan, L. and Mastergeorge, A.M. (2007) ‘A parallel and distributed-processing model of joint attention, social cognition and autism’, Autism Research, 1(1), pp. 2–21.
Reilly, S., Wake, M., Ukoumunne, O.C., Bavin, E., Prior, M., Cini, E., Conway, L., Eadie, P. and Bretherton, L. (2010) ‘Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study’, Pediatrics, 126(6), pp. e1530–e1537.
Rescorla, L. (2011) ‘Late talkers: Do good predictors of outcome exist?’, Developmental Disabilities Research Reviews, 17(2), pp. 141–150.
Robins, D.L., Fein, D. and Barton, M.L. (2009) Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R). Storrs, CT: University of Connecticut.
Tager-Flusberg, H., Paul, R. and Lord, C. (2005) ‘Language and communication in autism’, in Volkmar, F.R., Paul, R., Klin, A. and Cohen, D. (eds.) Handbook of Autism and Pervasive Developmental Disorders. 3rd edn. Hoboken, NJ: Wiley, pp. 335–364.
Thurm, A., Lord, C., Lee, L.C. and Newschaffer, C. (2007) ‘Predictors of language acquisition in preschool children with autism spectrum disorders’, Journal of Autism and Developmental Disorders, 37(9), pp. 1721–1734.
Zwaigenbaum, L., Bauman, M.L., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Buie, T., Davis, P.A., Granpeesheh, D., Mailloux, Z., Newschaffer, C., Robins, D., Wagner, S. and Wetherby, A. (2015) ‘Early identification and interventions for autism spectrum disorder: Executive summary’, Pediatrics, 136(Supplement 1), pp. S1–S9.
