Childhood autism, also known as childhood autism, as a childhood mental illness, seriously affects the social function of the affected children and brings a heavy burden to their families and society. The results of the Second National Sample Survey of Persons with Disabilities show that children with mental disabilities aged 0-6 years account for 1.10‰ of the total number of children aged 0-6 years in China, or about 111,000, of which children with mental disabilities caused by autism account for 36.9%, or about 41,000. Early identification and long-term systematic intervention for children with autism during the period of greatest developmental plasticity (generally before the age of 6) can maximize the prognosis for children with autism. So how can autism be identified early? First of all, let’s look at a case of autism. The child is 4 years old and can only call “dad” and “mom” at the age of 2. After walking, he does not play with children, and even if children take the initiative to play with him, he ignores them. The child likes to watch commercials and listen to songs, but is not interested in the cartoons that children generally like to watch. The child likes to look at the wheels of a car and often plays with them, but does not play house with his family. If the child did not follow the fixed route, the child would throw a tantrum. She had no abnormalities on physical examination, EEG, cranial CT, chromosomal examination, etc. She was diagnosed with autism. Wang Yi, Department of Child Psychology, Huilongguan Hospital, Beijing Autism usually starts before the age of 3, with social interaction disorder, communication disorder and stereotyped and repetitive behaviors as the main manifestations. Autism is easily misdiagnosed by parents as the following problems: 1. Receptive and expressive language development disorder: This is a specific developmental disorder in which the child’s ability to understand language is lower than that of children of the same age, and the ability to express language is also impaired. These children may have certain behavioral manifestations of autism before the age of 5, such as social interaction disorder, but they lack the sensory sensitivity or numbness characteristic of children with autism, and they can interact with others using gestures and expressions and play imaginative games, which are lacking in children with autism. The child is able to understand the words of others. Children with autism can talk normally with their families at home, while children with autism have language abnormalities in all settings. Therefore, early identification of autism is the key to early treatment. If a child shows the following abnormalities before the age of 3, he or she should be promptly seen in the hospital to rule out autism 1) Multiple nonverbal behaviors that regulate social interactions, such as significant impairments in eye-to-eye, facial expressions, body posture and use of gestures; 2) Inability to establish peer relationships commensurate with developmental level; 3) Inability to spontaneously seek to share pleasures, pleasures or achievements with others; 4) Lack of social interaction or emotional communication with others 5) Delayed or complete lack of oral language development, not accompanied by attempts to use (6) individuals with adequate verbal skills have a marked impairment in the ability to initiate or maintain conversations with others; (7) stereotyped repetition of some speech or distinctive speech; (8) lack of a variety of spontaneous pretend play or imitation of social play appropriate to developmental level; (9) total concentration on one or more stereotyped and limited patterns of interest. (10) persistent adherence to particular, nonfunctional routines or rituals; (11) stereotyped and repetitive gestures such as flapping, rubbing hands or fingers, or complex movements involving the whole body; and (12) persistent preoccupation with certain parts of objects. The treatment of autism in children is based on educational interventions, supplemented by medication. Parents can conduct a turn-test teaching method to train the affected child. For example, the child is given a simple and clear command “give me the blocks” and must respond to it each time the child is trained. In order to promote correct and timely response to the command, cues, including hand-holding exercises, verbal cues, gestures and manipulative demonstrations, can be used to facilitate the child’s completion of the command, which requires repeated practice. This approach emphasizes that any behavior change is related to its own outcome. If a child calls “mommy” and the mother smiles happily and hugs him immediately, the child may call mommy more often. Parents can also train the child by exchanging pictures for communication. Parents prepare several pictures for the child and exchange them for physical objects when the child needs them. communication behavior.