It should be noted that in recent years, the epidemiological data on autism and related conditions have changed significantly. With the recognition of a variety of forms, many cases are now classified under “autism spectrum disorders.” Autism appears much more frequently in boys, with a ratio of 3-4 boys to 1 girl. It does not discriminate by race, culture, or social class. While earlier studies reported a prevalence of 4-5 per 10,000 children, some researchers now estimate the frequency at 16.8 per 10,000, with the rate of other pervasive developmental disorders at 45.8 per 10,000. Although this frequency cannot be considered definitive due to differing methodologies across studies, it indicates that these conditions are not so rare. Based on this data, it is estimated that in Greece, there are at least 4,000 to 5,000 children and adults with classic autism and 20,000 to 30,000 with autism-like developmental disorders. At the 2002 World Congress of the World Autism Organization in Melbourne, Australia, the reported ratio was 1:500.

Severe Delay in Language Development and Communication:

Language develops very slowly and sometimes does not develop at all. If it does eventually develop, language expression typically takes on paradoxical forms, or there is an unusual use of words that bear no connection to their normal meaning. Even those who can use language to communicate may use unusual metaphors or speak in a formal and monotone voice.

Severe Delay in Understanding Social Relationships:

The autistic child often avoids eye contact, does not want to be hugged, and seems to detach from the surrounding world. They do not seem to want or know how to play with other children. Their ability to form friendships is problematic, and they are unable to understand the emotions and perspectives of others.

Inconsistent Forms of Sensory Reactions:

An autistic child may at times appear deaf, unable to respond to words and other sounds. At other times, the same child may be overly disturbed by everyday noises, such as a vacuum cleaner, a dog barking, or a baby crying. The child may exhibit insensitivity to pain, lack of response to cold or heat, or an exaggerated reaction to other sensory stimuli.

Uneven Patterns of Cognitive Functioning:

An autistic person may have particular strengths in certain specific areas. They may show maximum ability in some functions relative to their general level of functioning (e.g., drawing, music, mathematical calculations, memory of events). About 20%-30% of autistic individuals have intelligence at or above the average. On the other hand, the majority of children (70%-80%) exhibit varying degrees of intellectual disability. This combination of cognitive deficits and strengths makes Autism particularly complex.

Obvious Limitations in Activities and Interests:

A person with Autism may display repetitive physical movements, such as hand-flapping, spinning, or rocking. Some individuals with Autism may persistently talk about the same topic. The person may also feel the need to follow the same routine or schedule each day for various activities. When changes occur in these routines, the child or adult becomes very distressed, and this distress often leads to intense disruptive behaviors, such as temper tantrums. In more severe cases, a person with Autism may display self-injurious behavior. This is due to an inability to understand and communicate effectively.

Individuals with Autism have extreme difficulty in learning language and social skills and in relating to other people.

In addition to severe problems with language and social relationships, individuals with Autism often experience extreme hyperactivity or unusual passivity in their daily activities, as well as in their relationships with parents, family members, and others.

Behavioral problems range from very severe to very mild. Severe behavioral issues manifest as highly unusual, aggressive, and, in some cases, even self-destructive behavior. These behaviors can be persistent and very difficult to change.

In its mildest form, Autism resembles a learning disability. However, even individuals with mild Autism often face significant challenges in daily life due to their deficits in communication and social relationships.

Autism can exist on its own or in combination with other developmental disorders, such as intellectual disability, learning disabilities, epilepsy, deafness, blindness, etc. Cases of Autism occur on a continuous spectrum, from milder to very severe forms. Some individuals may exhibit much more severe autistic behavior, while others with Autism may have milder forms.

Most children with Intellectual Disability develop skills at a consistent learning rate, although slower than that of children of the same age. Individuals with Autism exhibit exclusively uneven skill development. They tend to have deficits in specific areas, most commonly in their ability to communicate and connect with others, while often developing significantly greater abilities in other areas. It is important to distinguish Autism from Intellectual Disability or other disorders. Misdiagnosis can lead to inappropriate treatment and education.

Yes, Autism can be managed. Studies show that all individuals with Autism can improve significantly with appropriate therapeutic and educational intervention. Many individuals with Autism eventually show greater responsiveness to others as they learn to understand the world around them.

Through specially trained teachers in strictly structured programs that emphasize individualized guidance, individuals with Autism can learn to function at home and in the community. Some can learn to live an almost normal life.

In general, individuals with Autism perform better in structured professions that involve a degree of repetition. They usually excel in solitary jobs rather than jobs that require extensive collaboration with others.

Some individuals with Autism work as artists, piano tuners, painters, farmers, office clerks, computer operators, dishwashers, kitchen workers in restaurants, assembly line workers in factories, library assistants, recycling facility workers, or as skilled employees in sheltered workshops or other specialized vocational programs.

Individuals with Autism often enjoy the same recreational activities as those without disabilities. They frequently enjoy music, swimming, hiking, singing, horseback riding, and other activities.

Individuals with Autism may also have a specific interest in an activity in which they have become "experts." Examples of focused interests include the weather forecast, bus routes, geography, car brands, sports news, etc. For others, specific interests may involve sensory-stimulating activities, such as watching water flow down a drain, flipping through the pages of a book, waving a piece of wire, or rubbing their hands on certain fabrics, etc.

Yes. In communities that provide training during school years and later with specially trained "job coaches," individuals with Autism develop skills that enable them to work successfully. Some can work in typical positions within the community, while others may succeed in specialized, sheltered vocational programs for individuals with disabilities.

However, in societies that do not provide special education and vocational training for individuals with Autism, most people with Autism will not be able to work as adults.

Asperger Syndrome is the term used to describe the milder and more functional form of the so-called spectrum of pervasive developmental disorders, or autism spectrum. Like all conditions included in the autism spectrum, Asperger Syndrome represents a neurological developmental disorder of unknown cause, in which deviations or abnormalities manifest in three major areas of development: social interaction and social skills, the use of language for communicative purposes, and certain behavioral characteristics that include repetitive actions and a limited yet intense range of interests (Bauer, 1996).