Although there are many theories, no one knows the definitive answer to this question. Research shows that autism can be caused by a variety of conditions that affect brain development. These conditions may occur before, during or after birth.

While the cause or combination of causes of autism is not fully understood, some research suggests a biological problem. It affects those parts of the brain that process language and information from the senses. Other research findings suggest that there may be an imbalance of certain chemicals in the brain. Genetics may sometimes be a factor in certain families.

In reality, what we know is that autism may develop from a combination of several causes. There is no suggestion that psychological or emotional factors in the environment of the child can cause autism.

Autism is present at birth or appears within the first three years of life. However, challenges in diagnosis may mean that the condition may not be detected until later in life.

No. Children become adults with autism. There is currently no documented cure for autism. However, individuals with autism respond very well to structured intervention, especially when they receive early intervention to maximise their skills.

No. Autism is not caused by emotional deprivation by parents. Parents need not feel guilty that they have somehow caused their child's autism. It is not their fault. Autism is a neurobiological disorder.

No. However, an increase in clarify of the diagnostic criteria means that more individuals are being appropriately diagnosed. This has been paralleled by an increase in awareness and knowledge among diagnosticians and other professionals, resulting in fewer people undiagnosed compared to the past.

No. Autism is a order of the brain that typically affects a person's ability to communicate, form relationships with others, and interact appropriately with the demands of the environment. However, when stressed or placed in situations without the necessary skills, people with autism may display unusual behaviours such as "flapping hands", "spinning", and "self-talk".

No. Autism is a life-long disability. Structured intervention and training will teach skills, but not cure the condition. Research shows that young children with autism experience significant improvements when intervention is started at the earliest possible age.

The learning curve for the pre-schooler with autism is different from his peers. Children with autism often require intensive instruction and practice of core missing skills in autism. These areas are social interaction, communication, thinking, self-help, and independence.

Asperger's Syndrome is a form of autism that affects the way a person communicates and relates to others. Autism traits common to Asperger's Syndrom include difficulties in communicating, social relationships and a lack of social imagination and creative play.

People with Asperger's Syndrome usually have fewer problems with language than those with autism. They often speak fluently though their words can sometimes sound formal or "unusual" to the listener. They do not usually have the accompanying learning disabilities associated with autism. In fact, people with Asperger's Syndrome are often of average and above average intelligence.

Many children with Asperger's Syndrome enter mainstream school. With the right support and encouragement, they are able to make good progress and go on to further education and enjoy employment option.

Autism is found all over the world in families of every racial, ethnic and social background. Family income, lifestyle and educational levels do not affect the prevalence of autism.

In Singapore, it is difficult to provide a statistical figure on the actual number of persons affected by autism. Based on recent research in other countries, we expect a prevalence rate of 30,000 individuals with autism in our population of five million. Of this number, about 5,472 are children under the age of 19. An estimated 216 new cases of children with autism are diagnosed annually.

Research findings suggest that is evidence of a hereditary factor in some families although how the pattern of inheritance works is unclear.

Parents are advised to talk to a genetic counsellor or health professional if they are worried or would like additional expert information.

Studies of adults with autism show that most need some form of support throughout their lives. The level of independence and quality of life the person with autism achieves will depend on availability of support services. Given appropriate education, individuals with autism spectrum disorder may grow up to be successful contributors to society.

Some people with high functioning autism or Asperger's Syndrome have gone on to lead reasonably independent and productive lives. Several of them, such as Temple Grandin and Donna Williams, have gone on to tell their stories in autobiographies.

The diagnosis of autism requires careful assessment by an expert team of qualified professionals commonly made-up of a developmental paediatrician, psychologist, speech-language therapist, and an occupational therapist.

The diagnosis process is usually concerned with determining the:

• Presence of unusual developmental features such as repetitive movements, rigidity/inflexibility, sensory problems.
• Absence of usual developmental features such as social intuition and behaviour, interest in people, imaginative play, and language, and
• Co-occurring conditions such as seizures and anxiety.

A comprehensive assessment will lead to a definitive diagnosis and recommendation of suitable therapies for your child. You can seek help at hospitals such as KKH and NUH child development units or approach a private psychologist.

The learning curve for a person with an autism spectrum disorder is different from his peers.

Children with autism often require intensive instruction and practice in the core missing skill areas of social interaction, communication, thinking, self-help, and independence. Research suggests that early intervention is the key. Specialised early intervention can give people with autism the skills necessary to lead meaningful and productive lives.

Some students with autism will be able to learn new skills with their peers in mainstream school with specialist support. Others will need to have specialised learning environments to learn in a more individualised way. They need to be given time and opportunity to practise and apply the skills they have learnt in many functional ways.

As a person with autism enters adolescent and adulthood, continued support, education and guidance are needed.

Individuals with autism spectrum disorder are often keen to make friends but, due to their disability, find this difficult.

Some 10% of individuals with autism spectrum disorder may have special abilities in areas such as music, art, mathematical calculations, memory, and manual dexterity. The majority, however, may have areas of high performance that relate to their special interests or obsessions. These skills are often referred to as "splinter skills", as they are often not consistent with skills in other areas of development.

Contrary to popular belief, many people with autism do make eye contact on their own terms. When they feel relaxed and confident with the communication partner, eye contact can be quite spontaneous. it is not good to force a person with autism to have eye contact with you.

Communication is more than talking. Some people with autism will develop speech seemingly effortlessly but will require help to communicate appropriately with their peers. Others will require assistance to communicate their basic needs and wants using a combination of words, gestures and augmentative communication systems such as PECS.

People with autism can and do show affection. However, due to difference in sensory processing and social understanding, the display of affection may be different from typical people. Understanding and acceptance of these differences is the key.