Autism

Autism

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Overview

Autism (sometimes described as ASD) is a neurodevelopmental condition. This means autistic people may think and work differently. Autism influences how people experience and interact with the world.

The way we understand the world depends on how our brain processes information from our senses. Autistic people may process this information differently. They may perceive their world and communicate with others in ways that can be misunderstood. These differences can make everyday life harder at times and responses to situations may seem unexpected, unusual or challenging.

Everyone has their own strengths and difficulties. Autistic people are all different from each other, but for a diagnosis they share differences from non-autistic people in how they think, feel and communicate.

The video below was produced by the Amazing Things project and may help you understand more about autism.

Autism describes a particular pattern of strengths and differences across these areas:

Social imagination

Social imagination helps us understand and predict other people’s behaviour and imagine situations outside our daily routine. Autistic children and young people may find this harder. They may prefer routines, resist change and have strong interests in particular objects, topics or activities.

Social interaction

Social interaction is how we relate to others. Autistic children and young people may find this more difficult. They may appear to ignore other people or may not respond in expected ways to other people’s thoughts or feelings. They may use less eye contact, fewer gestures (such as pointing) and fewer facial expressions compared to other children. They can find friendships hard and may not pick up unspoken ‘rules’ of social situations.

Social communication

Social communication is how we understand and use language. Autistic children and young people may have language differences in understanding and speaking. When children learn to talk, they may repeat what they have heard or communicate in a way that sounds different. Strong interests can also affect listening and make it harder to share a back-and-forth conversation.

Sensory processing

Sensory picture by Hari, age 5

We make sense of the world through our senses. Many autistic children have sensory processing differences and may experience over-sensitivity or under-sensitivity to sound, touch, taste, smell, light, temperature or pain. Busy environments such as schools and shopping centres can feel overwhelming and may lead to sensory overload and distress. Some children may try to avoid certain situations because of sensory sensitivities.

Find out more on our sensory processing difficulties page .

Neurodiversity

Our understanding of autism is evolving all the time. Everyone’s brain is different. Autism is increasingly understood as part of neurodiversity, which recognises natural differences in how people process information and understand the world.

Find out more on our neurodiversity page or visit the National Autistic Society neurodiversity page.

Valuing neurodiversity

There is a growing movement that focuses less on ‘curing’ a disorder and more on recognising and celebrating diversity. This does not mean autistic people do not find life challenging, but it recognises autism as a different way of communicating, thinking and interacting.

It can be easy to focus on what your child or young person is struggling with. Autistic people can have many strengths, and it can help to notice, name and encourage these.

Being able to think differently can support creativity and problem solving. Autistic children and young people may also find some things harder, especially when environments and expectations do not fit their needs. With the right support, autistic children and young people can thrive and will grow up into autistic adults.

Autistic people may be:

  • creative
  • empathetic
  • good at building and making
  • good at focusing on tasks
  • good at noticing details
  • good at spotting patterns and trends
  • good at memorising information
  • logical thinkers
  • problem solvers
  • quick learners
  • resourceful
  • knowledgeable about special interests

The video below from the Autism Education Trust explains why autism is often described as a difference rather than a deficit.

Strengths and differences in autism

This way of thinking recognises both strengths and differences or challenges. Every autistic person is unique and has their own profile of strengths and support needs.

The video below from the Amazing Things project includes autistic children talking about autism.

The video below from Ambitious about Autism youth patrons describes what it can be like to be autistic.

Types of autism

Autism spectrum disorder (ASD) is an international term that is sometimes used. Many autistic people prefer ‘autism’ or ‘autism spectrum’ rather than ‘autism spectrum disorder’.

Autism has a wide range of characteristics and support needs, which is why it is described as a spectrum. In the past, autism was divided into different sub-types, but this approach is no longer widely used.

Support is usually planned based on needs. This means focusing on what your child or young person finds difficult in daily life and what helps them, so support can be tailored to them.

Some autistic people have additional learning needs such as attention difficulties, or differences in planning and organisation. Some may have more significant learning needs and/or be non-speaking, meaning they may need higher levels of support at school and in day-to-day life.

What causes autism?

Autism is a lifelong neurodevelopmental condition, meaning it is present from birth and is linked to differences in brain development. Evidence suggests autism is genetic, meaning it can run in families. It is likely that multiple genes are involved.

There is no link between autism and vaccines. Research over many years has shown vaccines do not cause autism.

Autism is not caused by parenting style. An autistic person cannot become non-autistic and autism is not caused by upbringing or social circumstances.

Is there a ‘cure’ for autism?

There is no known ‘cure’ for autism. Autism does not need a cure and is often described as a difference. Autistic people can still face challenges, but with the right support they can live fulfilling and happy lives.

Because autism is a spectrum, it affects people in different ways. Two people with the same diagnosis can have very different strengths, needs and coping strategies. Something that helps one person may not be appropriate or effective for another.

Be cautious about online advice and products that claim to ‘cure’ neurodiversity.

If you are considering any intervention, including a ‘natural remedy’, speak to a health professional such as your GP, paediatrician, health visitor or school nurse.

Receiving an autism diagnosis

When you first receive your child’s autism diagnosis it can be a lot to take in. Some families are expecting a diagnosis, while for others it can feel unexpected.

People react in different ways. You may feel worried, sad, relieved, guilty, angry, numb or a mix of feelings. It can help to acknowledge your feelings and talk with someone you trust or a health professional.

Family members may also respond differently and may take different amounts of time to understand and accept the diagnosis. Sharing information from the assessment report, encouraging them to speak to professionals or attending a post-diagnosis parent group can help.

Local parent groups

Local parent groups for children with disabilities can be helpful and may offer peer support and signposting.

It can take time to learn what autism means for your child. It can also feel like there is a lot to do at once. It may help to start with one or two practical action points rather than trying to tackle everything at once.

A good starting point is learning more about autism and the wider idea of neurodiversity, which focuses on individual strengths and differences.

Post-diagnosis information

  • When we give a diagnosis of autism, we provide a report on the day, including an action plan, so you can share this with professionals who need it.
  • A more detailed report will be sent to you by post. This will also include information about local support services. If you would like an electronic version, you can contact the team to request this.
  • On the day of feedback, we also provide a post-diagnosis leaflet with information about the diagnosis and support services.

Post-diagnosis appointments

We understand that a lot of information is discussed during the assessment feedback appointment and questions may come up afterwards. We will offer a post-diagnosis appointment either with a clinical nurse specialist or a member of the clinical psychology team to discuss the diagnosis and support options.

You do not need to contact us to arrange these appointments. If you do need to contact us, the details are below.

Preschool ASD pathway

School-age ASD pathway

  • Post-diagnosis appointments are offered by a member of our clinical psychology team.
  • Telephone: 020 3315 3196

Post-diagnosis workshops

  • Your report will include information about how to access a post-diagnosis workshop. This varies depending on the borough you live in and whether your child is attending school.
  • Additional courses may be advertised on the Local Offer. Read more on our Local offer and family hubs page.

Local support

  • After a diagnosis, your report will include local support services. You can also find local support through the Local Offer: Local offer and family hubs .
  • Centre for ADHD and Autism Support (CAAS) provides support for autistic people, families, communities and professionals in North West London, including parent drop-ins and post-diagnostic courses. They also offer advice about transition to adulthood and run online drop-ins for young people.
  • The National Autistic Society West London Centre in Ealing: West London Centre

Is my child’s autism ‘mild’ or ‘severe’?

Autistic people share key differences in how they experience and communicate, but how much these differences affect daily life varies. This can depend on factors such as:

  • your child’s individual strengths and support needs
  • their language and communication profile, including how they can communicate needs
  • other neurodevelopmental conditions (such as ADHD)
  • social factors, such as opportunities to socialise

Your child may develop skills that help them cope in certain situations, but they may find it easier to use those skills in some settings than others (for example, with familiar adults compared with unfamiliar peers).

Because strengths and needs vary over time and across settings, it is not possible to accurately label autism as ‘mild’ or ‘severe’. Autism is better understood as a spectrum. Understanding your child’s individual profile is a helpful first step in planning the right support.

Telling your child

When to tell your child about their diagnosis is your decision. Some children notice they are different and ask questions early. Others may understand the concept of autism better as they get older.

There is no single ‘right’ way to tell your child, but these points may help:

  • Think about who your child is most comfortable talking with.
  • Choose a calm time in a familiar environment.
  • Try to avoid interruptions so your child has space to ask questions.
  • Follow your child’s lead. Several small conversations can work better than one big talk.
  • If you do not know an answer, it is fine to say so and come back to them after you have found out.

The National Autistic Society suggests talking about differences and recognising everyone has strengths and difficulties. For more guidance, see: National Autistic Society: after diagnosis.

CBeebies also has a page about talking to your child about autism: Pablo: talking to your child about autism.

Information about autism in multiple languages

  • The National Autistic Society website has accessibility options, including language tools: National Autistic Society website.
  • You can also translate our webpages using the Recite Me tool.

Additional information and resources

The following resources may be helpful for parents and carers.

Websites and charities

Blogs and websites by autistic people

Useful books (primary school)

  • How to Live with Autism and Asperger Syndrome: Practical Strategies for Parents and Professionals, Chris Williams and Barry Wright
  • The Survival Guide for Kids with Autism Spectrum Disorders (2012), Elizabeth Verdick
  • Parenting Your Child with Autism: Practical Strategies to Meet the Challenges and Help Your Family Thrive (2022), Lucy Talbott
  • Developing Differently: A Guide for Parents of Young Children with Global Developmental Delay, Intellectual Disability, or Autism (2022), Joshua Muggleton
  • Autism with Severe Learning Difficulties (2001), Rita Jordan
  • Supporting Positive Behaviour in Intellectual Disabilities and Autism: Practical Strategies for Addressing Challenging Behaviour (2019), Tony Osgood

Useful books (secondary school)

  • Parenting a Teen or Young Adult with Asperger Syndrome (Autism Spectrum Disorder): 325 Ideas, Insights, Tips and Strategies (2017), Brenda Boyd
  • Taking Care of Myself 2 for Teenagers and Young Adults with ASD (2017), Mary Wrobel
  • The Asperkid’s (Secret) Book of Social Rules: The Handbook of Not-So-Obvious Social Guidelines for Tweens and Teens with Asperger Syndrome (2012), Jennifer Cook O’Toole

Feedback about assessments

We welcome feedback about our service. Your feedback helps us understand what is helpful and where we can improve.