Autism is defined by difficulties with social interaction and communication, as well as repetitive, restricted, and stereotyped behaviors, interests, and activities.   The intensity of the symptoms varies from moderate (requiring only modest assistance) to severe (requiring extensive assistance). Parents are typically concerned about delays in language and social development that appear during the first three years of life; however, symptoms can be modest and only become apparent later in infancy. It is critical to recognize this condition as soon as possible and to begin targeted therapy as soon as possible.      

Early detection, aided by routine screening using standardized tools can help young children with autism spectrum disorder lessen the disorder’s impact on their development. Because of its high prevalence, it is becoming increasingly important to identify autism spectrum disorder (ASD) in young children. Despite this, early detection of ASD allows for early intervention. There is growing evidence that early detection and intervention for children with ASD and related problems can greatly improve long-term results. Early intervention has been shown to be successful in boosting developmental outcomes in the early years and decreasing family and societal costs over a person’s lifetime.  If children with ASD do not receive prompt and appropriate assistance, they may struggle academically, socially, and develop extra challenging behaviors such as self-injury and aggressiveness as coping techniques. Early intervention is also critical for the development of critical skills such as motor skills and speech and language abilities.   Children who get early intervention are more likely to speak verbally and to be placed in more inclusive educational settings. Also, adults with ASD may struggle to find work and sustain relationships if they do not receive good treatments throughout infancy.

A diagnosis of common developmental disorders, including ASD, may be made accurately when a kid is 18–24 months old, according to research. ASD can be discovered as early as 12 months of age, however most children are not diagnosed until they are three years old. Joint attention, eye contact, orienting to verbal call, social smile, and movement deficit are the most typical early indications. During the first year, children at risk for ASD may have more general changes in sleep, eating, and temperament. Around the age of 16–20 months, the onset mode is occasionally characterized by a regression in language and social engagement. Other important markers are – lack of appropriate facial expressions, hypotonia, easily distracted, ignores people, prefers aloneness, poor social interaction, lack of appropriate gestures, too calm, hypoactivity, unusual postures, no expression of emotions, orientation to visual stimuli, social touch aversion and mouthing of objects.

A multidisciplinary approach has been recommended highly varied conditions, such as autism spectrum disorders (ASD). Educational, medical, allied health, and social care personnel are frequently found on multidisciplinary teams. A pediatrician, a clinical or educational psychologist, and a speech and language therapist or occupational therapist generally account for the majority of diagnostic teams. Clinical psychologists are often involved in the diagnosis of autism, which involves a skilled and careful evaluation of the individual’s clinical history, behavioural patterns, and even interviews with family members and friends to obtain valuable qualitative information about their interests, hobbies, behaviors, and intolerances. Also, empowering and encouraging the individual to interact more with their healthy, positive behaviors, cognitive behavioral treatments and autism-specific therapies such as applied-behaviour analysis can help detect and reduce the incidence of unfavorable behaviors. Occupational therapists are another vital professional who examine human growth and development as well as a person’s daily interactions with the environment. They are knowledgeable about the social, emotional, and physiological consequences of disorder and damage.  This understanding aids them in promoting independent living skills in people with autism and other developmental disabilities. In the treatment of autism, speech-language pathologists (SLPs) play a critical role. They can assist someone with autism in developing communication and social skills in a variety of situations, including home, school, and the workplace. Aside from developmental delays, most people have low muscle tone and have trouble with gross motor coordination (running, kicking, throwing, etc.) These difficulties can make it difficult to function on a day-to-day basis, and they are nearly guaranteed to obstruct social and physical growth. Physiotherapists have been trained to assist with these problems. Also,a special education teacher helps students who are having academic, social, or emotional difficulties. This job’s key responsibilities are assessment, instructional planning, and teaching.

As a gist it can be concluded that early detection of the disorder and interdisciplinary intervention can be crucial elements in improving the effectiveness of health care services now provided to children with autism spectrum disorder (ASD).

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