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Leo Kanner is known for his theory in the 50's that Autism was rare. A couple decades later, it was discovered that his theory was wrong.

Lorna Wing proved that Kanner’s theory was wrong and they made a case to the National Health Service to get more resources for autistic children and their families. Lorna and her husband Judith discreetly worked with the American Psychiatric Association to widen the diagnostic criteria to reflect the variability of what they named "the autism spectrum." Their modifications took effect in the late 1980s and early 1990s.

Hans Asperger ran a clinic and a residential school. He defined Autism as a polygenetic, lifelong disability that needs caring types of assistance and adjustments throughout one's life. Rather than treating the children in his clinic as patients, Asperger referred to them as his "little professors" and solicited their cooperation in designing educational techniques tailored to their needs. Importantly, Asperger saw autism as a broad spectrum encompassing a wide range of abilities and disabilities.

Steve Jobs and Bill Gates are on the Autism Spectrum Disorder.

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Juliana does not talk and is in a special needs classroom. Logan is in a mainstream class but needs an aid for any change and plays alone at recess. Jason will wake up at 3am but think it’s the middle of the day so he starts to do things that he would do in the day such as playing video games, eating, etc so his parents stay up with him. The main idea I received from the video is that Autism is multifactorial. Each child with ASD is different because ASD has severity scales, it is a spectrum.

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The capacity to identify and comprehend the ideas, beliefs, goals, and intentions of others in order to make sense of their behavior and anticipate what they will do next is known as theory of mind. A child with ASD is unlikely to detect or interpret signs that suggest another person's thoughts or feelings at a level appropriate for their age.

Another theory is weak central coherence which means that children with ASD can be good at paying attention to detail but find it difficult to understand the whole picture.

Children with ASD have impaired executive function which includes organizational abilities, working memory, impulse control, and time management.

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Between 1996 and 1991, the rate of ASD was 4.4 children in every 10,000. Then the studies ranged from 1 in 150 births and more recently 1 in 50. Asperger’s Syndrome has been in general usage for the past two decades. The term is used in research articles published prior to 2013.

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The APA has replaced the term pervasive developmental disorder with autism spectrum disorder, which is a significant change. The general population knows ASD as Asperger's syndrome. Another modification is that hyper- and hypo-reactivity to sensory input is now included. A diagnostic category in the DSM-5 exists for children who have significant social communication impairments but no repetitive behavior or restricted interests.

A lack of social-emotional reciprocity is stressed in the DSM-5 diagnostic criteria. As a result, a comprehensive examination of a child with ASD should include an assessment of the child's capacity to express reciprocal emotions, identify and explain emotions in others and himself, and express and regulate strong emotions.

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Social-emotional reciprocity, impairments in nonverbal communication skills, and difficulties in forming, sustaining, and understanding relationships are all important areas to pay attention to. Also, it is important to pay attention to repetitive behaviors such as repetitive motor movements and hyperactivity.

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Iovannone and colleagues presented a seminal assessment of scientific evidence on successful methods for students with ASD in 2003. Shortly after, Scheurmann and colleagues concentrated on personnel preparation matters. In 2009 the NSP report was released which was based on five years of research. Also, the Council for Exceptional Children established professional teaching guidelines for children with ASD.