Is Your Child Not Responding to Their Name? Here’s What You Can Do
In this post, I’ll share three essential steps to teach a child to respond to their name, drawing from both my personal experience as a parent and my professional background. Teaching this skill is crucial, not only for safety but also for social development and communication. I’ll also address the common question: Does a lack of name response mean autism?
My book, The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders, describes a procedure for how to teach responding to your name on page 106. It was something I came up with for Lucas and I’ve used it for many, many children. I also cover this in my newest book Turn Autism Around and explain how this can be a sign of autism alongside 9 other early signs.
Child Not Responding to their Name
One of the biggest things about teaching a child to respond to their name is to stop using their name so much. When Lucas’s first consultant came to our home, we had Lucas in the room and my parents were there, the three therapists that were going to work with him were there, and I was there. We were all talking to Lucas, saying, “Lucas, come here, Lucas, touch your nose.” The consultant told us to stop saying Lucas. He was the only child there and it wasn’t helping the situation.
I saw this all the time in schools and at home. “Johnny touch your nose, Johnny, come here.” I also heard a lot of names paired with negative responses. “Johnny, no. Stop. Johnny, I said no.” So, we are actually pairing a child’s name in either condition, whether we’re yelling at the child or reprimanding the child, we’re pairing it with a negative or pairing it with a demand. “Johnny, touch your nose” is pairing a name with aversive control.
Teach a Child to Respond to their Name
Step 1: Reduce the Overuse of the Child’s Name
The first step is to minimize how often we use the child’s name. Often, we say a child’s name when placing demands or in negative contexts, which can unintentionally make their name aversive. Constantly saying, “Lucas, stop!” or “Lucas, come here!” during frustrating moments can lead them to associate their name with negativity, causing them to ignore it over time.
To avoid this, consciously limit using their name for requests or corrections. If you can’t avoid the demand, simply say, “Come here,” instead of, “Lucas, come here.” Start by implementing this change across everyone involved with the child, including family members and caregivers. This practice helps “reset” the child’s reaction to their name, making it neutral again rather than associated with demands.
Step 2: Pair the Name with Positive Reinforcement
Once you’ve cut back on using their name negatively, it’s time to pair it with positive experiences. This is about reinforcing name response with something the child enjoys. For example, if your child loves bubbles, sit close to them while they’re playing, and once you have their attention, say their name and blow bubbles. The key is to immediately reinforce the behavior with something they love, like a favorite toy or snack.
This step may require multiple trials throughout the day. Gather a variety of items or activities your child enjoys, and be ready to use them. Start within arm’s reach of your child, calling their name with a small tap on the shoulder if necessary. As soon as they turn toward you, offer the reinforcer immediately. Repeat this process with various reinforcers over several days, gradually increasing the distance as they consistently respond.
Step 3: Take Data and Be Patient
Patience and data collection are essential in this process. Just like with any learning goal, tracking progress helps you understand what works and where you might need to adjust. Note how many trials are needed each day, which reinforcers are most effective, and how far you can distance yourself before the child no longer responds to their name.
Consider creating a simple data sheet to track responses. This doesn’t have to be complicated—a basic notebook with a list of reinforcers, trials, and results will suffice. Track how often the child looks up at you after hearing their name and at what distance this occurs. This process might take time, but with consistent practice, most children can improve their response to their name.
So maybe your baby or 2 year old is not responding to their name and you are worried, but good news, we can actually teach this skill! Here are the 3 steps to teaching a child to respond to their name.
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Why Name Response Matters
The ability to respond to one’s name is foundational for safety and communication. Children who do not respond might not understand simple directions like “stop” or “come here,” which can be dangerous in certain situations. It’s crucial that all caregivers and teachers are on board with this process to reinforce the name response consistently across different environments.
Teaching name response is just the beginning. For many children, especially those with autism, learning to respond to their name can open doors to more complex communication skills. With patience, consistency, and positive reinforcement, you can help your child build this important skill, leading to greater independence and engagement with the world around them.
Name Response and Autism
A lack of response to one’s name can be a possible sign of autism, but it isn’t definitive. If a child does not have other signs of autism, then it may not be. Also, many factors can affect a child’s responsiveness, including hearing difficulties, attention issues, or developmental delays.
It’s essential to rule out hearing loss first, as this is a frequent cause of poor name response. For instance, when my son Lucas was young, he showed a limited response to his name but reacted strongly to familiar sounds like the Pennsylvania lottery jingle.
If you’re concerned about your child’s name response, try conducting informal tests at home—such as calling their name while they’re focused on something else or using sounds they enjoy to gauge their response. Regardless of the outcome, consulting with a pediatrician and considering an audiologist evaluation can provide peace of mind and ensure you’re on the right track. If you are worried about autism, it is best to learn more here.
Reinforcing their Name
If you would like more information about these steps, go to page 106 in my book The Verbal Behavior Approach, read Turn Autism Around, or get a free cheat sheet at marybarbera.com/resources.
FAQ About Child Name Response
A lack of response to their name could be a sign of autism, but it doesn’t always mean that. Other factors, such as hearing issues, ADHD, or developmental delays, can also affect a child’s ability to respond. It’s important to rule out hearing problems first and consult with a pediatrician if you’re concerned. You can also teach name response using this free guide.
Most typically developing children begin to respond to their name around 6 to 12 months of age. If your child isn’t responding by 12 months, it’s a good idea to monitor their development with this assessment and discuss any concerns with your pediatrician, while considering that every child develops at their own pace.
The first step is to avoid overusing their name in negative or demanding situations. Instead, pair their name with positive reinforcement, such as rewarding them with a favorite activity or toy when they respond. Make sure to check for any hearing issues by consulting a pediatrician or audiologist. Learn more about steps to teaching name response here.
You can teach your child to respond by using a three-step approach: 1) reduce the use of their name in negative contexts, 2) pair their name with something they enjoy (like bubbles or a favorite snack), and 3) track progress with patience, gradually increasing the distance from which you call their name as they improve.
Every child is different, so the timeline varies. Some children may start responding after a few days of consistent practice, while others may take weeks or longer. The key is to remain patient, continue reinforcing their name positively, and track small improvements along the way. Remember to not overly test the child and only use their name when delivering positive praise or items.
Did you know that lack of responding to a name is a possible sign of autism? But did you also know that there is a way to teach a child to respond to his or her name? Today, we are diving deep—whether you’re a parent or professional—into how to teach a child to respond to their name so that they can follow directions and be part of conversations.
When my son Lucas was a toddler, he didn’t seem to be responding to his name. Between the ages of one and two, it was hard to get his attention. Since he was also delayed in speech, the doctor suggested we start speech therapy. But before that, they recommended ruling out hearing loss.
I didn’t think Lucas had hearing loss because every night, if the TV was on in another room, he would run when he heard the Pennsylvania Lottery jingle or if Barney came on. He clearly recognized sounds he liked, so I was skeptical.
When we eventually started ABA therapy—after Lucas was diagnosed with autism just before his third birthday—I remember the first big session vividly. Our consultant came to the house with three therapists, my parents, my husband, and Lucas. About eight of us were in the room. An hour into the day, the consultant gave us her first tip: stop saying Lucas’s name so much.
She explained that constantly attaching his name to directions like, “Lucas, touch your head” or “Lucas, come here,” wasn’t helping. He wasn’t responding well, and his name was becoming meaningless noise. That advice stuck with me. Years later, as a behavior analyst, I’ve worked on response to name with hundreds, if not thousands, of kids.
According to Autism Speaks, little to no response to name by 12 months is a hallmark early sign of autism. BabyCenter also notes that typically developing babies start responding to their names as early as six or seven months. So, while lack of response doesn’t automatically mean autism—it could be hearing loss, ADHD, global developmental delay, or simply a language delay—it is something to pay attention to.
If your child isn’t responding to their name consistently, rule out hearing loss first. Do experiments at home, like turning on a favorite show in another room or clapping behind them. But remember: home tests don’t replace an audiology evaluation. A child may respond to loud sounds but miss subtle ones, especially if only one ear is affected.
Response to name is important for many reasons, the most critical being safety. Most typically developing children stop when they hear their name shouted as they run toward a street or try to touch something dangerous. Children with autism or severe delays may not. That’s why teaching this skill as early as possible is essential.
Over the years, I’ve developed a simple three-step approach to teaching a child to respond to their name. We even have a video blog on YouTube with hundreds of thousands of views, which we’ll link in the show notes.
Step 1: Stop Overusing the Child’s Name
Just as our consultant taught us back in 1999, step one is to reduce how often you use the child’s name—especially when placing demands, saying “no,” or using it in negative contexts.
Most of us don’t realize how often we do this: “Dennis, no,” “Sammy, put your shoes on,” “Johnny, throw this in the trash.” By pairing the child’s name with unpleasant tasks or corrections, we make their name aversive. They learn to tune it out.
You won’t be able to go a whole day without giving your child directions, but you can leave their name out. Instead of saying, “Johnny, give me the remote,” just say, “Give me the remote.” To make this work, everyone in the child’s environment—parents, siblings, teachers, caregivers—needs to be consistent. Try setting a short-term “name reduction challenge” in your household for a few days.
Step 2: Pair the Child’s Name with Reinforcement
Once you’ve reduced overuse, start pairing the child’s name with positive reinforcement. This means that when you do use their name, good things follow.
Examples:
While the child is playing, say their name and immediately blow bubbles when they look.
On the swing, say their name and give a push.
If they love juice, say their name and then hand it over.
Be close—within arm’s reach—so you can deliver reinforcement immediately. Sometimes a light shoulder tap paired with their name can help prompt attention, followed by reinforcement. Over time, fade the prompts carefully and gradually increase distance.
Don’t just stick to one reinforcer. Use a variety: bubbles, snacks, toys, songs, games like tag or hide-and-seek. The key is systematic practice: 5–10 short trials at a time, throughout the day, across different situations.
Step 3: Take Data and Be Patient
The third step is to take data and be patient. Think of it like a personal goal—such as weight loss. Tracking helps you see small progress and stay consistent.
You don’t need complicated systems. A simple notepad or sticky note can track whether your child looked when you called their name, whether reinforcement was delivered, and how far away you were. Aim for 80–90% response rates before reducing reinforcement or increasing difficulty.
Some children pick it up quickly; others may take weeks or months. That’s okay. Even children with autism or significant delays can learn this skill. Remember, problem behavior usually means demands are too high or reinforcement is too low.
Teaching response to name is about safety and communication. Children who don’t respond may not yet understand directions, and yelling or punishing won’t help. Instead, use reinforcement, consistency, and systematic teaching.
To recap:
Stop overusing the child’s name, especially with demands.
Pair the child’s name with strong, positive reinforcement.
Take data, stay patient, and adjust gradually.
Failure to respond to a name may be an early sign of autism, but with this approach, children can learn the skill. For deeper guidance on language, behavior, and self-help skills, I recommend reading my book, joining my online course, or exploring our community resources.
If you found this episode helpful, please share it with someone who might benefit. And I’ll see you right here, same time next week.
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About the Author
Dr. Mary Barbera, RN, BCBA-D is a best-selling author, award-winning speaker, and Board Certified Behavior Analyst with a Ph.D. in leadership. As both an autism mom and professional, Mary brings over 25 years of experience helping thousands of parents and professionals around the world. She is the creator of the Turn Autism Around® approach and author of The Verbal Behavior Approach and Turn Autism Around: An Action Guide for Parents of Young Children with Early Signs of Autism. Through her books, online courses, and podcast, Mary empowers families to increase talking, reduce tantrums, and improve life skills in young children with autism or signs of autism.