“Lack of parental affection or lack of care from the family environment causes the disorder…”
There is no causal relationship between the affection provided by fathers and mothers to their children and the subsequent development of this disorder. ASD is a neurodevelopmental disorder of genetic origin. It is a medical problem, just like diabetes or high blood pressure.
“Certain vaccines administered at pediatric age can cause ASD…”
So far no scientific study has been able to demonstrate a cause-effect relationship between vaccination and ASD. It is not an acquired disorder that arises after birth or as a consequence of external factors (including vaccination). It is a neurodevelopmental disorder with which one is born, and it affects the central nervous system.
“People with ASD do not have feelings…”
People with ASD have feelings just like all of us: they cry, laugh, get happy, sad, angry, jealous, etc. However, they may sometimes have difficulty identifying and expressing these emotions. They find it difficult to correctly process and interpret the information that reaches them (including emotional information), so some of the strategies they use to cope with it are inappropriate to the social context (they “take refuge” in themselves, perform activities repetitively, because they are known and controllable for them, or channel their emotions through tantrums and tantrums). There is therefore a significant difficulty in what we call “social intelligence”.
“All people with ASD have intellectual disabilities…”
Having an ASD does not necessarily imply that the person has an intellectual disability. When we speak of autism spectrum we refer to a wide range of clinical manifestations, ranging from classic autism (most severe presentation and with a 75% risk of cognitive impairment), to less severe forms such as high-functioning autism and Asperger syndrome (with a normal or even higher level of intelligence).
“All children with ASD are “geniuses,” exceptionally talented or highly intelligent…”
As we mentioned above, some children with ASD may exhibit extraordinary cognitive abilities. For example, they can remember a range of dates, car models and license plates, etc. Often, the information they accumulate is not useful on a day-to-day basis, but it is an engaging activity as it relates to their centers of interest. Despite these “cognitive skills”, their poor “social skills” and adaptation to the environment around them, are usually the ones that cause the greatest difficulties and sense of discomfort to these people.
“All children with ASD have learning disabilities…”
The symptoms of the disorder can vary considerably and, although some children have learning problems, others are very intelligent and follow the school curriculum adequately. Many are particularly interested in the natural sciences, or conversely are very good at mental arithmetic or learning to read at the beginning (even without specific instruction). On the other hand, they have difficulty solving mathematical problems or reading comprehension, since they have to make use of inferential and interpretative skills in complex abstract situations. Even so, the most important difficulties that most of them usually present at school are those derived from social difficulties, comprehension and adaptation to the environment. The noises and unexpected events that constantly occur, the games and jokes of their classmates that they do not understand, often generate great anxiety.
“People with ASD do not communicate or relate…”
The social difficulties that individuals with ASD often present are conditioned by their difficulty in interpreting the mood of the people around them (empathy), as well as in recognizing facial expressions. They find it difficult to empathize, to look into the eyes of their interlocutor and to understand jokes and ironies or second senses. They tend to be routine and unexpected changes make them easily frustrated. But this does not mean that they do not relate or do not want to relate, but they do it in a different way.
“People with ASD present behavioral problems…”
People with ASD, because of their condition, do not have bad intentions. It should be taken into account that, at certain times or in certain social situations (which they do not know how to interpret and which are beyond them), they become frustrated and may react with a tantrum. This is their way of facing the world from their peculiar way of understanding and living it, from their difficulties to express their feelings and look for alternative strategies of action. However, this type of behavior does not have to be generalized, and can improve and diminish if we teach them alternative strategies of action.
“These are children who cannot go to regular schools…”
In general, children with autism benefit greatly from integration into school life. They are children who, with specific instruction, learn to understand the rules of the world in which we move. A world in which there is room for diversity and in which we are all equal, yet different. The important thing is to create an educational model that adapts to their needs, with the necessary supports and the necessary structured environment to favor inclusion.
“Autism can only be diagnosed at an infantile age…”
Too often, the media talk about children with autism, but almost never about adults with autism. It is necessary for society to know and understand both children and adults with ASD. It can therefore be diagnosed at any age.
“Certain diets bring improvements in ASD…”
Although in a small percentage of cases the elimination of specific foods from the diet has improved some behaviors (according to studies this has happened in only 20 cases out of 40,000), this fact is not directly related to the presence of ASD. This theory has not been scientifically proven and, if it were true, the disorder would have been eradicated by now. What truly reflects improvement in the short, medium and long term is psychological intervention.
“ASD is curable…”
ASD does not disappear with time nor is it cured. However, some of its difficulties can be improved and overcome. For this, it is necessary to carry out an early, individualized and constant treatment that has as main objectives to work on communication, social relationship, cognitive abilities, symbolization, flexibilization, decrease of characteristic behavior patterns and autonomy.