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At this point in time there is no known cause for ASD. Normally it is discussed that Autism is caused by abnormalities in brain structure or function. There have been brain scans that are compared between children with Autism and nuerotypical children, and it is observed that children with Autism have a different brain shape and structure.
Although there is no known cause for Autism scientists and researchers are testing many theories that may provide the answer to what the cause really is. One theory that is being studied is that Autism is a genetic disorder. There have been studies that have found children being more susceptible or a link between autism and other genetic disabilities. However, there has not been a gene found yet that helps this theory. Researchers are focusing on looking at different fragments of genes to see if they can find a pattern between people with ASD. There have been studies that support the genetic theory of Autism. Such as studies done on identical twins. Also, families that already have one child that is autistic have a much higher chance if having another child who is autistic.
Another possibility is a predisposition that is aided by an outside source, such as viral infections, metabolic imbalances, and exposure to chemicals.

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1. Social Reasoning
-Certain children avoid social interactions.
-Some described as passive, and can tolerate social interaction with some helped can also initiate it at certain times, but only to achieve something he/she wants.
-The "active but odd" child wants to interact with people, typically adults, but lacks social understanding and limited range of social abilities.
-At the upper end, there is the child that wants friends but has a significant delay in social maturity, has problems with theory-of-mind abilities, and interacts more as a mini-adult.
-There are programs available to help build social skills.
2. Language Abilities
-Children with an ASD often silent, using sounds and not words.
-Child unable to connect thought to oral-motor abilities required to talk.
-Child often makes a literal interpretation of what someone says.
3. Cognition
-Beginning of Spectrum: child interested in sensory either than functional or symbolic qualities of objects.
-Next stage: child has advanced skills in construction toys or jigsaw puzzles, fascination with shapes and patterns.
-Formal tests in school indicate that the child has an unusual learning style.
-Problems also exist in organizational skills, working memory, and time management.

4. Special Interests
-Children with an ASD have interests that may include those also enjoyed by typical children, as well as some that are different.
-May be interested in parts of objects or toys rather than the whole thing (i.e:the wheel of a toy tractor, or electrical switches).
-Also fascinated with a specific category of objects.
-A child may be interested in pretending to act as certain objects, such as rocking from side to side pretending to be windshield wipers.
-Child is also interested in remembering facts about a topic or concept.
-Focus of interest changes, as dictated by the child.
5. Sensory Sensitivity
-Certain noises, sounds, lights, etc., are extra intense for a child with an ASD.
-There way also be a lack of visible response to certain sensory experiences.
-Child may create maladaptive strategies to control their environment to avoid certain sensory experiences.
6. Expression and Management of Emotions
-Some people with an ASD have trouble expressing and enjoying affection.
-There are now theoretical and neurological models of why ASD is associated with impairments in the communication of emotions.

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-Asperger syndrome is not included in the DSM-5, but it is still able to be used to describe an ASD level 1.
-However, according to the authors of the DSM-5, the diagnosis of ASD should be given to all children and adults previously diagnosed with Asperger Syndrome or PDD-NOS.
-Asperger Syndrome is the term that the general public is more familiar with.
-The term will still be actively be used by parents, teachers, clinicians, those with an ASD, and the general public.

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Severity is often defined as the degree that a person is affected by language, communication abilities, intellectual functions, or problematic behaviors such as aggression. Part of determining severity is relating all of these functions together and finding the specific and individual core feature of the disorder. The severity scale can be divided into multiple seventies that have a wide range of descriptions that include all of the core symptoms of Autism. An example of the scale is the one shown below.

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There is a large amount of new studies and research that is being done on ASD. Researchers have come up with many new theories for what the causes of autism are. They have also been researching the best treatment plans and ways to help guide people with Autism. It has been found that the earlier Autism is diagnosed the better outcome a child can have with learning how to communicate and express themselves. Sign of Autism are most commonly known to appear at the toddler age, however, new studies show that Autism can be detected as early as four months old.
Helpful tools are also being provided to parents and families who have a child with ASD. There are many new schooling programs for children all across the spectrum as well as advice on how to get adequate health care. Overall, there are still many things to be discovered about A, but researchers and scientists are moving in the right direction by spreading awareness and knowledge.

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The psychological theories of Autism start with the lack of development of "the theory of mind". This theory claims that children with Autism do not develop the ability to think in a normal way, make connections, and have troubles developing socially and emotionally compared to a normal child. This psychological deficit underlines many of the key feature of the syndrome such as; abnormalities in social and communication development.