What are the symptoms of autism?
Close observation of children and the accounts of autistic people who can speak show us how many different factors interweave.
- The child becomes locked into a single stimulus. He may stare for long periods at a ceiling lamp, or spend hours lining objects in rows. The stimulus he perceives—or the information he takes in—fades very slowly, trapping him in a repetitive craving for the same sensation.
- The way his senses and perception work—the mechanisms that let him make sense of the world—create real problems. He may have extreme sensitivity to sound, or process visual information only from the edges of his eyes, focusing on the flat surface of objects rather than their depth.
- When many stimuli and pieces of information come at once, he experiences real distress and even suffering. It feels like an invasion, triggering withdrawal and fear. His emotions pile up inside, then suddenly—for reasons that seem trivial to others—they explode outward.
All of these factors shape how his identity develops: his awareness of his own body, his sense of space, the way he relates to others, the way his mind works—everything.
According to current research, what are the most likely causes of autism?
First and foremost, autism should be understood as a neuroperceptual disorder. We can now rule out emotional factors with confidence: parents are not responsible. Genetic causes are real, even if they don't explain everything. Among identical twins, if one has autism, the other has a strong probability of having it too. With siblings, if one child is affected, there's a real risk that others will be autistic or will have at least some cognitive difficulties.
Brain imaging today shows us clearly that the brain regions involved in autism don't function properly. During fetal development, we organize neural circuits using neurons that gradually disappear, making way for specialized zones. This process seems disrupted in autistic brains. That's the most likely explanation, though other theories exist as well.
Autistic behaviors
When diagnosing autism, doctors observe behaviors in three main areas:
- Problems with contact and social relationships. The child appears to reject contact.
- Problems with communication—both language and nonverbal communication. Echolalia is common: the child repeats words or phrases like an echo.
- Limited interests or repetitive behaviors. The child fixates on one object or activity, excluding all others.
- Other possible problems: sleep disturbances, sensory issues, intellectual disability.
Why do doctors often take a long time to recognize autism in a child?
Diagnosis can actually be made quite early now. For young children, we have assessment and observation tools that can detect communication problems in children under two years old. A child who doesn't make eye contact, who shows small stereotyped movements—we can tell if he's not developing normally and shows signs of autism. But many other conditions can look the same: childhood depression, attachment disorders, developmental delays. That's why doctors are cautious. Generally, by two and a half years old, we can say the child falls within the autism spectrum and should be treated accordingly.
Do all autistic people suffer from their condition?
It depends on how severe the autism is. Profoundly autistic people, who can't make sense of what surrounds them, often seem relatively content. But there are milder forms of autism where the child struggles with two-way communication, has unusual ways of expressing himself, shows repetitive behaviors. As these young people grow, they gradually realize they're not like other children. They have difficulty playing with peers, making friends. They face ridicule at school. They need support, companionship, and affirmation so they don't sink into the loneliness that causes them to suffer.
What is most difficult for parents to face?
First, there's the fear that comes with the word "autism." It sounds like something chronic that will unfold. This doesn't mean nothing can be done, but profoundly autistic people will remain significantly handicapped; milder cases will retain communication difficulties. Diagnostic teams need to offer real, sustained support. They must be able to say: Yes, your child is autistic—and explain what challenges this will bring. But they must also speak about the strengths that will gradually emerge in your child, what will develop through early intervention and education. All of this needs to be worked through with parents so they understand their child better—so he doesn't remain that strange little creature, that alien they can't figure out. These are often children who need to control everything, who can't tolerate change. They insist on the same rituals: the same way of getting up, eating, following the same route in the car. Some autistic adolescents become violent and impulsive when faced with significant changes or distressing disruptions. This creates profound isolation for siblings too. All of it demands real support—not just words, but day-to-day presence and help.
Which educational method produces the best results?
There's no single method—rather, a combination of approaches. That said, people talk a lot about the TEACCH method, which draws on behavioral theory. It's useful at the start of intervention and for severe autism. The idea is not to oppose the stimulus the child is locked into—like spinning a string. Instead, you allow him that activity only if he agrees to do something else. "Do this, and you can have your string back." Gradually you introduce new stimuli and try to open his world.
But this method alone isn't enough. Psychomotor work, cold-water stimulation (packing), massage—all of these help the child become aware of his body and surroundings. Speech and language therapy teaches him to point out and name things around him. You might place him in small groups so he has some structure and modeling for behavior—this helps a child who tends to withdraw into his own world. Everything starts with assessment: Where is he now? What strengths does he show? There's only one real answer: personalized intervention. Every child is unique.
Edited by Cyril Douillet, 2005