by Mayer, Gwendolyn ¹, Perlea, Victor ¹, Hanke, Felizitas ¹, Schultz, Jobst-Hendrik ¹

• ¹ Universitätsklinikum Heidelberg

This is the abridged version, for the extended version click here
The introduction and overview can be found here

Disclaimer: We have compiled this information to the best of our knowledge based on current scientific literature (as of May 2026). However, we do not provide diagnosis or treatment recommendations. If you notice any mental health concerns in yourself or in a child or adolescent in your care, please consult a medical doctor.

Diagnostic criteria

Autism spectrum disorders are characterised by impaired social interaction, communication difficulties, repetitive or stereotypical behaviour, and special interests. The ICD-11 and DSM-5 use a dimensional approach rather than older categorical subtypes. Core features include persistent deficits in social communication and reciprocal interaction, restricted and inflexible patterns of behaviour, unusual sensory responses, onset during development, and clinically significant impairment.
Some individuals compensate through extraordinary effort, so difficulties may not be obvious in everyday settings; the diagnosis can still be appropriate (WHO, 2025)

Prevention measures

· ASD cannot be prevented, but early intervention can support development. Early and regular developmental screening, parental training, and routine paediatric monitoring are recommended. Informational materials and self-help groups can also be helpful.

Risk factors

· The causes of ASD are not fully understood. Genetic factors are substantial, with heritability estimated at 70–90%. Prenatal factors such as inflammation, endocrine imbalance, mitochondrial dysfunction, and the gut microbiome may also contribute (Genovese & Butler, 2023; Love et al., 2024).

Treatment approaches / Intervention

· ASD cannot be cured, but interventions can improve skills, coping, and quality of life. Psychotherapy may help with comorbid anxiety or depression and support self-acceptance. ABA can improve communication and behaviour, though it is also controversial. TEACCH uses structure, routines, and visual support. PECS helps initiate communication through visual symbols. Additional supports may include speech therapy, occupational therapy, and music therapy (Autism Speaks, n.d.; Bondy & Frost, 2001; TEACCH Autism Program, 2026).

References for this article are here