Side glancing—looking at objects or people from the corner of the eyes—is often associated with autism, but it is not always a sign of autism. Many children, both autistic and neurotypical, use side glancing at different stages of development. It can simply be a way to explore visual information or focus on movement and light.
For some autistic children, side glancing helps manage sensory processing differences. Viewing objects indirectly may feel less overwhelming and allow the brain to process details more comfortably. In these cases, side glancing is a self-regulation strategy rather than a problem behavior.
Side glancing becomes more meaningful when it appears alongside other developmental differences, such as limited eye contact, delayed communication, reduced social engagement, or repetitive behaviors. No single behavior should ever be used to diagnose autism.
If parents notice persistent side glancing and have concerns about overall development, a professional evaluation can provide clarity and guidance.
At Able Stars ABA, we focus on understanding the purpose behind behaviors—not labeling them. Our ABA programs support attention, communication, and sensory regulation while respecting each child’s unique way of experiencing the world.
Frequently Asked Questions
1. Is side glancing always a sign of autism?
No. Side glancing alone does not mean a child has autism. It can appear for many reasons, including curiosity or visual preferences.
2. Why do some autistic children side glance?
Some autistic children use side glancing to process visual information or manage sensory input more comfortably.
3. Can neurotypical children side glance too?
Yes. Many children side glance during development, play, or when focusing on moving objects.
4. When should side glancing be a concern?
It may be worth monitoring if it happens frequently alongside other signs like limited communication, social challenges, or repetitive behaviors.
5. How can ABA therapy help if side glancing is related to autism?
ABA can support attention, engagement, and communication skills while respecting individual sensory needs.