Children with autism present in a variety of ways, but the main features are deficits in social functioning, difficulties and repetition in communicating with others, and solidified patterns of behavior. Moreover, none of these symptoms can be attributed to intellectual developmental disability. How can I tell if my child has autism? Physically, a child with autism is likely to have abnormally rapid head development during the first few months of life. Therefore, if an infant has an abnormally large head, it may be a sign of autism. More significant symptoms are seen in behavior, where their development in social interaction and communication can be very different from the average child. With an early onset of autism, parents are often the most likely to notice abnormal behavior patterns in their children, and therefore should seek medical attention as soon as possible if the following behavior patterns are identified: 1. Deficits in social communication and interaction The critical period when symptoms of autism are evident and easily identified is between the ages of 1-2. Children with autism will often show significant behavioral abnormalities in the way they handle social relationships, which does not mean they do not have social interactions, but will have behaviors that are not part of normal communication. For example, avoiding eye contact with people and will use their hands to pull other people but not look at them at all or listen to them (some studies have shown that children with autism prefer to stare at each other’s mouths rather than their eyes when they are talking). Lack of interest in others, acting quiet and withdrawn, unable to understand and ignoring all typical social signals from others. For example, not responding at all when the other person calls their name, smiles, or caresses them. Does not like to share with others. For example, having a strong possessiveness and preoccupation with a certain toy, carrying it around with them every day, refusing to show it to anyone, but never playing with it, but showing fierce resistance once you take it away. They likewise lack the ability to express themselves normally. They have difficulty speaking normally at an age when they should be speaking normally, and will only repeatedly recite single, strange words or imitate words spoken by others. Many children will speak in strange voices and may speak in a shrill, sing-song manner or may make monotonous, robot-like sounds; body language development is similarly slow, and they are unable to point to the correct objects and express their feelings physically, and thus may exhibit extreme behaviors such as scratching. 2. Persistence of repetitive, solidified patterns of behavior By the second year of life, behavioral characteristics of children with autism will be particularly evident, when they may develop demands for repetitiveness, such as always having to eat the exact same food, watch the same videos, wave their arms in the same way, and follow the same traffic routes to school. They may also continue to set up a toy for hours each day, constantly setting that toy up, overturning it, and setting it up again; or arranging the toys in a fixed way. And when you interrupt this repetition, even the slightest change can cause them to be distressed and even explode into anger. Because of their insistence on repetition and aversion to change, children with autism may refuse haircuts, dental care, food changes, and more. In addition to the two main symptoms mentioned above, children with autism may also show a range of other signs, such as extra sensitive senses, being very uncomfortable at the slightest touch from others or hearing specific sounds, and screaming and writhing. It is important to note that the full name of autism is called autism spectrum disorder because each child with autism does not exhibit exactly the same symptoms, and their disorder falls within a fairly broad spectrum. Some children are severely impaired in both verbal and nonverbal communication skills, only able to say one or two words that others can understand, some are able to utter a few sentences, and some can still seem to interact normally, but still respond somewhat oddly to interactions, and attempts to make friends often fail. In addition, co-morbidity rates for neurodevelopmental disorders are high; about 70% of children with autism may have one co-morbid psychiatric disorder, and 40% of children with autism may have two or more co-morbid psychiatric disorders. Children with autism, for example, are likely to also have a co-occurring intellectual disability. Risk factors for autism Data show that if a person has a sibling with autism, the prevalence of autism in ta is 35 times higher than in the general population. However, the relationship between the prevalence of autism and family history has not been proven. The latest research indicates that autism is associated with abnormalities in several genes. Genetic abnormalities in early childhood, and possibly even genetic mutations that arise during parental preparation for pregnancy, such as tuberous sclerosis and fragile X chromosome syndrome, can affect the baby’s brain development and disrupt communication between brain nerves. Diagnostic imaging studies have also well validated that multiple regions of the brain in autistic individuals exhibit developmental abnormalities. High birth age, premature birth, and low birth weight also increase the probability of a baby developing autism. The rumor that “vaccines to prevent childhood infectious diseases can cause autism” is not based on experiments. What should parents do? Autism is a lifelong condition. Only a very small percentage of children with autism who have low levels of impairment and high levels of language and intellectual ability will be able to live and work independently as adults. Even when they are able to live normally, coping with autism requires a lifetime of learning and vicarious strategies, and they need to endure the stresses and difficulties to maintain the illusion of social normalcy. For children with autism, the earlier they are identified and evaluated, the better the outcomes will be when they receive treatment. And during the diagnostic process, it is also important to note the presence of other psychiatric disorders that are co-morbid with autism. Medication is commonly used clinically in conjunction with behavioral therapy. It is important to note that medications do not directly “cure” autism, but can be very effective in relieving the anxiety, depression, and obsessive-compulsive symptoms caused by autism, as well as reducing impulsivity and hyperactivity. Currently, the most widely used and effective method of autism rehabilitation is Applied Behavior Analysis, which helps children develop social and language skills through long-term systematic, one-on-one training to establish and reinforce new behaviors, encourage positive behaviors, and discourage negative behaviors. The early years of autism (preschool) are a critical period for improving cognitive and language skills. Generally, a rigorous learning program of 25 hours or more per week is needed, including training to improve concentration, letter recognition and counting, and reduce aggressive behavior. At home, parents should develop a plan based on their child’s interests and the family’s situation, analyze their child’s strengths and weaknesses, analyze which behaviors are extraordinarily problematic, and help their child focus on planned activities. In addition, parents should try to understand some of their child’s own communication styles. Observe what non-verbal expressions your child has on his/her own and what stimuli he/she is extra sensitive to, for example, some children are afraid of sounds and some are afraid of a certain smell. Also, do not assume that the child’s irritability is irrational, because chances are the child does not know how to express his/her needs, and all the parents have to do is, to discover exactly what needs the child is trying to express. In conclusion, autism requires systematic and rigorous treatment, and parents need to work with their doctor/therapist to actively participate in a structured treatment plan, and be sure to prepare in advance when they have to break their child’s behavior patterns.