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Autism is a neurodevelopmental disorder characterized by difficulties in social interaction, communication, and repetitive or restricted interests and behaviors. Autism typically begins before the age of three and becomes evident after the age of three. The majority of children with autism require long-term rehabilitation training and special educational support.

Yes. The professional term for autism is Autism Spectrum Disorder (ASD), and autism and Asperger’s Syndrome are two translations of the English term “autism.” “Autism” is primarily used in mainland China’s medical and special education fields, while “Asperger’s Syndrome” is predominantly used in Chinese-speaking regions such as Hong Kong, Macau, Taiwan, as well as in countries like Japan, Singapore, and Malaysia.

Autism is not a psychological disorder, but many children with autism may have psychological issues such as cognitive, emotional, and behavioral problems. Autism is also not synonymous with being socially withdrawn.

Since 2006, autism has been classified as a psychiatric disability in China.

In 1943, Dr. Leo Kanner, a renowned child psychiatrist at Johns Hopkins University in the United States, published the first paper on autism. It presented eleven cases of children and introduced the concept of autism. In 1982, Professor Guotai Tao, a child psychiatrist at Nanjing Brain Hospital, reported four cases of autism, which drew attention in China.

Currently, the World Health Organization (WHO) reports a global average prevalence rate of 62/10,000 (0.62%), which means that there is approximately one child with autism for every 160 children. However, the actual prevalence rate of autism may be higher than this data based on reports from various countries.

There is a significant gender difference in the onset of autism, with boys having a higher prevalence rate than girls. The male-to-female ratio of prevalence is generally 4-6 to 1.

The exact cause of Autism is still unknown. Epidemiological research has identified many potential risk factors for autism, but no single factor has been found to directly cause autism. It is widely believed that a combination of genetic variations and adverse environmental factors, particularly de novo mutations, may be the main cause of autism onset. However, the specific factors and mechanisms leading to the development of autism remain unclear. Studies have shown that factors such as advanced parental age, prenatal infections, prenatal exposure to drugs or chemicals, etc., may increase the risk of developing autism.

No. Several decades ago, during a time when people had limited understanding of autism, some believed that improper parenting, especially by the child’s mother, could cause autism. There was a theory called the “Refrigerator Mother Theory,” suggesting that a cold and distant parenting style by the mother could lead to autism in children. However, this theory has been debunked by scientific evidence. Research has confirmed that autism is a neurodevelopmental disorder and is not related to parenting styles.

No. Research has found that autism develops before birth and gradually manifests symptoms of autism from a few months after birth to before the age of 3. Some children initially show no different behaviors compared to typically developing children but gradually regress and exhibit symptoms of autism. It is important to note that the core symptoms of autism may persist throughout life. Although scientific and timely intervention can help autistic children make progress and become more independent, it does not mean that autism will cease in childhood.

There are several reasons for this:

(1) Before the age of 1, the range of behaviors that can be observed in children is limited, making it difficult to make definitive diagnostic decisions about their behavior types and developmental status. There are also no effective instruments for assessment.

(2) Many autistic children also have intellectual disabilities, and many parents overlook autism due to concerns about intellectual impairments.

(3) One of the main issues in autism is language development, which cannot be fully determined before the age of 3.

(4) Some autistic children initially show typical development similar to that of other children, and autism symptoms only become evident around the age of 2-3.

(5) Some parents lack knowledge about their child’s physical and mental development. They may initially overlook the symptoms, later become skeptical, and choose to observe for a period of time, resulting in delayed diagnosis.

(6) Currently, many doctors in hospitals lack knowledge about diagnosing autism and have insufficient clinical experience. Particularly, it is difficult for them to confirm mild autism symptoms in young children, leading to many cases where autism is seen as a temporary condition.

Without clear genetic testing, there is indeed a certain risk when having a second child. However, each family’s situation cannot be generalized. Generally speaking, over 90% of families with a child with autism can have a normal and healthy child in their subsequent pregnancies. The risk of the second child having autism is even lower if the second child is a girl. Based on cases from around the world, instances of consecutively having two children with autism are very rare.

According to the “Diagnosis and Rehabilitation Guidelines for Childhood Autism” issued by the National Health Commission of China on July 23, 2010, the onset of childhood autism occurs before the age of 3. Two-thirds of affected children gradually develop autism symptoms after birth, while about one-third experience a period of normal development for 1-2 years before regression occurs and autism symptoms start to appear.

Misdiagnosis is difficult to avoid because the diagnosis of autism is based on behavioral symptoms. If doctors have extensive experience and professional knowledge, misdiagnosis is generally unlikely. The most likely misdiagnosis may occur in children with very mild symptoms, where their symptoms may be overlooked by doctors. Additionally, for younger children, if they undergo systematic training and show significant improvement, it is why people around them or their parents may feel that the child has been misdiagnosed. In reality, it is because the child’s overall condition has improved to a more ideal state as they age.

(1) Social Development:

◆Lack of communication or communication skills with others, lack of secure attachment with parents.

◆Lack of eye contact or minimal initiative in social interaction.

(2) Communication:

◆Language communication difficulties, delayed language development, or regression in language after normal development, or lack of communicative nature in language.

◆Echolalia. Constantly repeating words or phrases spoken by others or heard from advertisements, etc.

(3) Behavior:

◆Resistance to changes in habits and routines in daily life.

◆Narrow interests, being highly focused on certain objects or having a particular interest in specific items.

◆Stereotyped, repetitive, or ritualistic behaviors.

◆Other common behaviors include hyperactivity, attention difficulties, self-stimulatory behaviors, etc.

The manifestations of children with Autism vary from person to person. In terms of intelligence, it ranges from intellectual disability with an IQ below 40 to genius-level intelligence above 120. In terms of language, it can range from no language skills to echolalia, eloquence, or even cunning speech. In terms of social interests, it can range from a lack of interest in people to being overly interested in others to the point of annoyance. In terms of specific interests and behaviors, it can range from being fixated on bottle caps to astronomy, from bricks and tiles to maps and traffic routes, from advertisements to historical biographies, from not recognizing numbers to having exceptional abilities in calculations like perpetual calendars, square roots, and numerical calculations. In addition to the specific communication and social interaction characteristics of children with Autism, each child’s manifestations are unique and different.

Children with Autism “can” speak, but they generally lack language communication abilities.Existing data suggests that about 25% of children with Autism have little to no verbal language or limited expressive language skills. With rehabilitation training and improvement in social interaction skills, the language abilities of children with Autism can gradually develop.

According to a survey conducted by the Centers for Disease Control and Prevention in the United States in 2009, approximately 46% of children with Autism have average or above-average intelligence.

Although there are currently no sensitive and reliable tools to test the intelligence of children with Autism, the provided IQ scores are only estimates. However, these results indicate that some children with Autism have similar or higher intelligence compared to the general population.

Some studies have also reported that 60% of children with Autism have varying degrees of intellectual developmental delay.

Individuals with Autism generally do not exhibit intentional aggression towards others. However, due to their communication and expressive difficulties, they may sometimes use unconventional ways to “communicate” with others or show behavioral and emotional problems when their needs and desires are not understood. Individuals with Autism have no intention to harm others, do not plot against people, and lack oppositional behavior. They are considered to be the most genuine individuals.

There is a wide range of individual differences among children with Autism, and most do not exhibit any special abilities. Only a small portion may demonstrate “savant abilities,” showing outstanding performance in areas such as drawing, musical instruments, music, colors, calculations, mechanical memory, spatial orientation, etc. If appropriately guided and cultivated, these abilities can have a positive impact on their vocational development.

Research shows that 56-90% of children with Autism experience sensory integration dysfunction, so most of them may have sensory issues.

For example:

Auditory perception sensitivity: they may have a preference for certain sounds and be particularly fearful of other sounds.

Tactile abnormalities: they may not enjoy hugs or touch.

Pain perception abnormalities: they may not be afraid of pain.

Visual abnormalities: they may have preferences or aversions to specific images, enjoy looking at things from an angle or upside down.

Proprioceptive abnormalities: they may enjoy car rides or be afraid of taking elevators, enjoy spinning, etc.

Some children with Autism may also exhibit hypersensitivity or hyposensitivity in terms of motor function. For example, they may dislike rough surfaces, experience motion sickness easily, dislike being pushed, and always need to hold onto something for balance while moving. Some may enjoy swinging their bodies back and forth, spinning in circles, dislike sitting still, and prefer to stay active.

More than 70% of individuals with Autism may have comorbidities of different categories and degrees. Common comorbidities include mental disorders, sensory abnormalities, gastrointestinal problems, attention disorders, intellectual disabilities, epilepsy, immune imbalances, anxiety, depression, etc.These comorbidities can have a negative impact on the quality of life, rehabilitation outcomes, and prognosis of individuals with Autism.

Since the causes and mechanisms of Autism are still unclear, there is currently a lack of medications specifically targeting the core symptoms of Autism. Treatment primarily relies on rehabilitation training and special education methods, with medication being used as an auxiliary symptomatic treatment. Medications such as antipsychotics, antidepressants, and drugs used to treat hyperactivity can be helpful in managing associated symptoms.

As strangers, when we encounter children with Autism, we can respond differently based on the situation. If they initiate greetings, we can nod and smile in response. If they exhibit inappropriate behavior, we can ignore it and refrain from giving unsolicited advice to their parents. Sometimes, ignoring can be a form of acceptance and tolerance.

World Autism Day, also known as World Autism Awareness Day, was established by a resolution of the United Nations General Assembly in December 2007. Starting from 2008, it is observed on April 2nd every year to raise awareness about Autism research, diagnosis, and the needs of individuals with Autism. On this day, the United Nations announces a specific theme for Autism Day, and the Secretary-General of the United Nations delivers a speech. Various advocacy and awareness activities take place worldwide.