Childhood autism, also known as childhood autism, is a developmental mental disorder characterized by impaired social interaction, impaired communication, and narrow interests and stereotyped, repetitive behaviors. The cause of childhood autism spectrum disorders is unknown, and there are significantly more males than females among the affected children, with a chronic course starting before the age of three. In recent years, the prevalence of autism in children around the world has been on the rise. No longer considered a rare disease, autism has become one of the leading causes of childhood disability, seriously affecting children’s health. The prevalence of autism is significantly higher in at-risk children, especially those born prematurely, than in normal children. The clinical manifestations of children with autism are characterized by social interaction deficits as the main core symptom. It is characterized by a lack or avoidance of eye contact (their gaze tends not to be focused on a person’s face, preferring to focus on non-living objects). Another characteristic is that the child prefers to play alone or to be alone, does not want to or does not know how to play with other children, does not participate in cooperative play, and does not know what pretend play and symbolic play are. They have no sense of strangeness and have difficulty in forming and developing normal attachment relationships with their parents, and lack the kind of emotional communication that they would have with their mothers in a contextualized way. There is no specific treatment for childhood autism. The prognosis is generally poor, and by adulthood, many patients are in a state of severe social dysfunction. The need for long-term or lifelong care brings great burden and pain to parents and families. Like the treatment of loneliness? So far, there is no drug that can treat autism in children. Intensive training is the only effective method for autistic children, and the key to effectiveness is early intervention. A recent foreign study found that intensive early intervention therapy can effectively improve the cognitive and language skills of children with autism, as well as normalize the children’s brain activity, reduce the symptoms of autism, and improve their social skills. This finding is consistent with the physiological characteristics of neurological development in infants and young children. Numerous studies have demonstrated that early intervention that begins within two years of age can significantly improve the prognosis of children with autism. Some scholars suggest that if early intervention is at around one year of age, when infants’ problematic behaviors are not yet prominent, and at the same time is the optimal period for infants’ neurological plasticity, the learning potential of infants’ brains can be fully tapped to limit the development of autism symptoms. Early intervention can be made to achieve better results. The following example also confirms the effect of early intervention. Yangyang brought infinite joy to his family when he was born and was loved by all. As a doctor’s mom, she noticed a problem when the baby was 3 months old. No matter how happily the mom and her family teased Yangyang, Yangyang never met his mom’s eyes and seldom smiled responsively, and always liked to look at the corner of the wall; every time his mom fed Yangyang, he would dive headfirst into her arms, and no matter how much his mom called him, he seldom looked at his mom with his eyes. Mom couldn’t believe her observation, and at first thought that Yangyang might have hearing problems. Upon examination, his hearing was normal. When Yangyang was six months old, his symptoms had not improved; he avoided meeting people’s eyes, ignored being called by his name, could not reach out and grasp things, had no sense of strangeness, was oblivious to people around him, and needed assistance to roll over. Mom took Yangyang to a relevant expert engaged in autism research, who affirmed mom’s observations. So, mom quit her job and started a systematic intervention with the help of experts. Regularly seeking guidance from experts. When Yangyang was more than 9 months old, the above symptoms began to improve, and he had brief eye-to-eye contact and would reach out for a hug when he saw his mom. Mom’s efforts were rewarded in small steps, and she worked harder and cooperated with the specialist. When Yangyang was two years old, he was able to communicate with people with simple daily language. Now, at the age of two years and eleven months, he can actively communicate with people, express his thoughts, play pretend games, and show his preferences, but his language is slightly simpler, and sometimes there is still stereotypical language and fewer changes in facial expressions. But he can already go to normal kindergarten. Yangyang’s road to recovery fully proves the importance of early detection and early intervention.