Is Lining Up Toys a Sign of Autism? Blog by an SLP & BCBA
Toys in a line
Lining Up Toys: What It Really Means (and What It Doesn’t)
Short answer: Not necessarily. Many children, autistic and non-autistic alike, line up toys. What matters most is whether this is part of a restricted or repetitive pattern of play or interests. In autism, these patterns can sometimes serve a self-regulatory purpose or reflect deep interest and focus (Caldwell-Harris, 2021). On its own, lining up toys isn’t enough to diagnose autism, but it can offer a window into how a child explores and experiences their world. Read on to learn more about what autism is and how play can sometimes be a window into this.
We’ve had the privilege of working with hundreds of children and families who have questions about their child’s development. We often get asked, “Is lining up toys a sign of autism?” Sometimes, the internet can make this simple observation feel alarming, implying that lining up toys must mean a child is autistic. But the truth is more nuanced than a simple ‘yes’ or ‘no’ answer.
Every child plays in unique ways, and understanding those differences through an affirming, informed lens can help us better support, not pathologize, how children learn and explore.
While defining “play” is actually quite challenging and nuanced, an article by Hendrickson, DeVeney, and Kelly-Vance (2019) identified consistent elements of play: it must be enjoyable (fun!), be voluntary, be “freely chosen” or initiated by the child, and intrinsically motivated (i.e., engaging in play simply because they want to, not for an external prize or reward like praise). We love the quote from Maggie Haraburda, an autistic BCBA, “play is whatever sparks joy.”
Children learn through play and exploration, starting as young as 2 months old where children begin to mouth, shake, and explore objects. Within their first year of life, often around 5-10 months old, children begin to explore how objects go together, such as piling up blocks, putting objects in a bucket, or banging lids together.
For autistic children, play can often look different from neurotypical play (Westby, 2022), and their exploratory play is more likely to include inspecting objects with their eyes for longer periods of time or from odd angles, spinning, or rolling items.
What the DSM-5 Actually Says About Autism
According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), autism is defined by differences in two main areas:
Social communication and interaction, including things like understanding social cues, sharing interests, or developing peer relationships.
Restricted or repetitive patterns of behaviour, interests, or activities, which can include repetitive movements, strong interests, insistence on routines, or unique ways of playing, such as lining up toys.
This means that lining up toys alone is not enough to indicate autism. As an SLP, I’ve worked with many children (including my own!) who loved organizing their toys - lining up their Shopkins from shortest to tallest, grouping them into families, or sorting them by colour. Many also used those same toys for imaginative play, building little rooms for them in elaborate magnetic tile houses.
As professionals, we get curious about these patterns - not to label them, but to understand them. We might ask: is the child enjoying the order, patterns, and cause-and-effect? Or are we seeing a more restricted pattern that feels rigid or hard to shift from? That curiosity helps us understand how each child experiences and explores their world.
Why Some Autistic Children Line Up Toys
For some autistic children, spinning and lining up toys can be a meaningful, purposeful form of play.
In her 2021 paper, Caldwell-Harris noted that motor repetitions can serve a calming function for some autistic individuals in response to social or other stressors. She also highlighted that many autistic individuals identify these motor repetitions as a form of self-regulation. Importantly, patterning and repetitive movements are not always indicators of distress; rather they may also be goal-directed, motivated by interest, or part of exploration and discovery.
When viewed through a neurodiversity-affirming lens, these patterns aren’t “wrong,” they’re simply different ways of engaging and learning.
Play Isn’t One-Size-Fits-All
Play is how children make sense of their world. Some love imaginative stories; others thrive on organizing, sorting, or observing. These differences in play styles tell us about a child’s interests, thinking style, and sensory preferences, not just their diagnostic profile.
When we focus only on what play should look like, we risk missing out on opportunities to connect.
When we join a child where they are—whether that’s building, stacking, or lining up—we show them that how they play is valued and seen.
Supporting Play in Affirming Ways
If you notice your child lining up toys often, try to observe before you intervene. Ask yourself:
What seems to interest them about this activity?
Do they look relaxed, focused, or proud?
How can I join in - maybe by noticing, narrating, or adding one toy to their line? Is it fun for my child if I create my own line of toys next to theirs?
Support doesn’t mean changing their play, it means expanding it, gently and respectfully, when the child is ready. For example:
If your child lines up cars, you might roll one along the line and see how they respond.
If they line up blocks by colour, you might sort yours alongside them.
Following their lead builds connection, and connection is the foundation for all communication and learning.
When to Seek Help
If you notice multiple patterns, such as challenges with social communication, limited eye gaze, reduced social interest, or repetitive movements that interfere with daily life, it may be helpful to talk with a Behaviour Analyst, Speech-Language Pathologist, psychologist, your family doctor, or a developmental paediatrician.
These professionals can help you understand whether what you’re seeing reflects a developmental difference, an autistic profile, or simply a unique play preference.
Remember: An evaluation isn’t just about labeling, it’s about understanding how to best support your child’s growth, communication, and comfort.
From Concern to Connection
When we shift from worry to curiosity, we open the door to deeper understanding. Lining up toys isn’t a warning sign to fear, it’s an invitation to see the world through your child’s eyes.
By honouring their interests, providing safe and responsive environments, and embracing all the ways children communicate, through play, movement, and joy, we build connection and confidence.
Because the goal isn’t to change who a child is. The goal is to help them feel seen, supported, and celebrated for exactly who they are.
At elemenoe, we believe every child’s way of playing tells a story. Our team of Speech-Language Pathologists, Behaviour Analysts, and Psychotherapists work together to support communication, play, and emotional development in ways that honour each child’s individuality.
If you’d like to learn more about our play-based, collaborative approach—or talk with our team about your child’s development—reach out to us at www.elemenoe.ca.
Together, let’s make sure every child feels understood, accepted, and empowered to be themselves.
References
Caldwell-Harris CL. An Explanation for Repetitive Motor Behaviors in Autism: Facilitating Inventions via Trial-and-Error Discovery. Front Psychiatry. 2021 Jul 1;12:657774. doi: 10.3389/fpsyt.2021.657774. PMID: 34276436; PMCID: PMC8280472.
Hendrickson, Brianna; DeVeney, Shari L.; and Kelly-Vance, Lisa (2019) "Play Behaviors of Young Children with and without Expressive Language Delay: An Exploratory Study," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 4: Iss. 1, Article 2. DOI: https://doi.org/10.32873/uno.dc.ctlle.04.01.1065 Available at: https://digitalcommons.unomaha.edu/ctlle/vol4/iss1/2
Westby, C. E. (2022). Playing to pretend or “pretending” to play: Play in children with autism spectrum disorder. Seminars in Speech and Language, 43(4), 331-346. https://doi.org/10.1055/s-0042-1750348
